mobile technology can be used in useful language learning by developing an app to enhance language behaviour and interaction
The growing knowledge of the application of mobile technologies has issued opportunities for educators to establish a range of learning and assessment tools. The article presents a learning system that is supported by a multi-user mobile system. The system provides a version of an app that has been used successfully for numerous years with the undergraduate students while learning languages in an A1- level German set up. A Terminkalender through the mobile supported app encourages the students to work together in planning different activities. At the same time, they can record in a calendar of appointment. Teachers can also use the app to easily trace the interaction of the back learner in the language of the target. Through the development of in-app text chat function, real-time performance feedback, anonymous learning activities generated by computers and a log function for the function of assessment and storage, exciting insights are provided into understanding the language behaviour and interaction patterns of the learners.
Value
The reference adds value to the project by proposing a multi-user mobile technology that can be used in language learning. It has provided somehow the learners can work together using a mobile supported app to enhance the interaction and language behaviour of the students in undergraduate A1-level learning. The article has supported that mobile technology can be used in useful language learning by developing an app to enhance language behaviour and interaction.
Reference 2
Liu, G. Z., Chen, J. Y., & Hwang, G. J. (2018). Mobile‐based collaborative learning in the fitness centre: A case study on the development of English listening comprehension with a context‐aware application. British Journal of Educational Technology, 49(2), 305-320.
Summary
Mobile applications have been used in numerous fields of education. However, little effort has been directed towards the implementation of a context-aware application. The research is focused on developing a combination of video-based material and context-aware tools to enhance collaborative English listening and comprehension. The research designed a Ubiquitous Fitness English Listening Comprehension System (UFELCS) to integrate activities of collaborative listening to a fitness centre.
Value
The article contributes mainly to my project in terms of understanding the strategies applied to use context-aware application. It will improve my knowledge of how various mobile applications have been executed in collaborative student learning.
Reference 3
Sun, Z., Lin, C. H., Wu, M., Zhou, J., & Luo, L. (2018). A tale of two communication tools: Discussion‐forum and mobile instant‐messaging apps in collaborative learning. British Journal of Educational Technology, 49(2), 248-261.
Summary
Collaborative learning supported by technology is a milestone in student learning. Currently, a lot of research is directed on individual tools of technology for learning without a consideration on the choice of the tool. The research article has hence compared the functions of online discussion forum against mobile instant-messaging app used by pre-service teachers in an undergraduate program in China. The results of the study indicate that both tools support collaborative learning.
Online discussion forum encourages more communication focused towards the construction of knowledge, while mobile instant-messaging app enhances social interactions.
Value
The research enhances my knowledge on the project through supporting that mobile instant-messaging app can be used in collaborative learning. It has shown how the mobile app improves social interactions of the learners while working together in a class.
Reference 4
Sung, Y. T., Yang, J. M., & Lee, H. Y. (2017). The effects of mobile-computer-supported collaborative learning: Meta-analysis and critical synthesis. Review of educational research, 87(4), 768-805.
Summary
The study presents a meta-analysis to show how Mobile-computer-supported collaborative learning tools (mCSCL) has resulted in improved collaborative learning. It is evident from the study that mobile devices can be implemented successfully in education to facilitate interaction among peers, discussion and collaboration to help achieve the objectives of knowledge sharing and creation. Students are hence able to use mobile technology to work together to enhance their learning and for others.
Value
The article adds value to my project by issuing ways in which mobile-computer-Supported Collaborative Learning has a positive outcome on collaborative student learning. The article will hence support my knowledge in trying to understand some of the mobile technologies that contribute to collaborative learning.
Reference 5
Chun, H. C. (2017). Mobile collaborative learning for female baby boomer students in Canadian higher education.
Summary
The study conducted among the female baby boomers had a significant aim of understanding the barriers to technology. Age is a major issue when it comes to collaborative learning using mobile technology. According to the study, the female baby boomers were less willing to embrace mobile technology in a collaborative learning environment since they could not maintain rapid changes in technology. Cloud computing is recommended for baby boomer students, and this will be important for educators during collaborative learning for students in the age range.
Value
Age range plays an essential function in collaborative student learning using mobile technology. The study is essential in my project as it adds the knowledge on the specific mobile technology that should be adopted for a particular range of learners, for example, the baby boomers.
Reference 6
Bhati, A., & Song, I. (2019). New methods for collaborative, experiential learning to provide personalized formative assessment. International Journal of Emerging Technologies in Learning, 14, 179-195.
Summary
One of the major challenges to the higher education in the era of massification of the education markets in implementing rapidly changing and diverse learning styles of the new generation. It calls for the need to formulate the use of mobile technology and network speed to stimulate the learning environments. The article has presented a new teaching and learning model that is a combination of mobile collaborative, experiential learning (MCEL) and dynamic learning space (DLS) to support different styles of learning. The mobile technology for the MCEL provides an automated progressive personalized formative feedback 24/7. The article supports that student engagement in their learning journey can be improved through collaborative, experiential learning initiated by mobile technology.
Value
The article adds value to my project by suggesting MCEL as a mobile technology that improves student engagement.
The article has also provided the significance of technology in supporting collaborative, experiential learning.
Reference 7
Gil de la Iglesia, D., Calderón, J. F., Weyns, D., Milrad, M., & Nussbaum Voehl, M. (2015). A Self-adaptive multi-agent system approach for collaborative mobile learning. IEEE Transactions on Learning Technologies, 8(2), 158-172.
Summary
Mobile learning applications can be used for usage in outdoor activities, but it still possesses numerous challenges. The challenges associated with the application involves group management, resource access and sharing, communication among peers among other activities. From a software engineering perspective, the study focuses on the requirements of mobile learning. The article hence examines the aspects of software architecture that aims at solving the problems related to the sharing of resources in a collaborative mobile learning environment.
Value
Resource sharing in collaborative learning is crucial for both learners and instructors. The study adds value to my project since it proposes the requirements such as self-adaptation as a solution towards the challenge of resource sharing in collaborative learning.
Reference 8
Rodríguez, A. I., Riaza, B. G., Gómez, M. C. S., & Rubio, F. B. (2015, October). Educational experience of collaborative work with mobile devices in primary education. In Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 331-338).
Summary
Primary schools that have successfully integrated ICT into their system are at high chance of adopting collaborative learning using mobile devices. From the educational experience in a public primary school, it is evident that ICT issues channels and tools that have abilities to enhance both collaborative and cooperative projects. However, the execution of ICT has been dominant in cooperative learning, where the teacher exercises the personal role of sharing knowledge. Therefore, the article suggests that mobile devices can be an improvement from the cooperative learning to collaborative learning where the learners can handle the tasks on their own in groups.
Value
The study suggests that an improvement can be made on corporative learning methods to collaborative learning methods. Collaborative learning is a challenge, and the article adds values to my project by proposing the use of mobile devices to enhance the engagement of learners in various learning environments.
Reference 9
González Rodero, L. (2017). Collaborative work with wikis. Analysis of some innovative educational centers.
Summary
The article discusses the application of a wiki tool in a collaborative learning environment. A wiki tool is a mobile technology that supports a learning environment strongly associated with techniques of social constructivism and encompass one of the most powerful tools for collaborative learning where students can exchange ideas. The article examines and provides an evaluation of the critical aspects for the successful execution of wiki tool in higher learning institutions. According to the study, a wiki tool can be used to enhance collaborative learning. A wiki tool facilitates peer evaluation, rapid feedback, task performance and intuitive navigation.
Value
A wiki tool is an important technology currently used in mobile devices. The article adds value to my project since it has provided ways through which a wiki tool can be used to facilitate learning in a collaborative environment.
Reference 10
Bdiwi, R., & Bargaoui, H. (2015, December). Mobile multimedia Platform for collaborative learning in Virtual Mobility Context. In Proceedings of the 13th International Conference on Advances in Mobile Computing and Multimedia (pp. 80-83).
Summary
Since the concept of virtual mobility that is supported by the modern systems of ICT is common, the article educates the reader on a mobile platform for collaborative learning in such contexts. A model of an innovative workspace that is connected with smart devices such as mobile devices ensures that there is an increased exchange of virtual mobility among the learners. The mobile multimedia systems facilitate the process of teaching in every location.
Value
The article is essential in the capstone project since it has offered how mobile multimedia systems can be used to facilitate distance learning in higher education learning environments. It is supporting my research question by issuing a unique system that is commonly used in virtual learning.
Reference 11
Couvaneiro, S. R., & Pedro, N. (2015, October). Collaborative learning using tablets in EFL to develop Oral Communication. In Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 139-143).
Summary
The paper presents how tablets can be used in collaborative learning in teaching English as a Foreign Language (EFL) to improve oral communication. An application of a didactic unit through the support of numerous iPad devices is used in an investigation involving two Portuguese teachers and classes. After the deployment of the digital resources of education, a positive result was detected among the teachers and the classes. Using tablets and other mobile technologies enhances oral communication and also promotes the motivation of students to learn the language.
Value
The paper adds value to my project by proposing how teachers can use mobile technology in the form of tablets to improve oral communication and student motivation. The impact of mobile services in student learning is positive and should be executed in modern learning environments.
Reference 12
Piki, A. (2017, October). Learner engagement in mobile computer-supported collaborative learning contexts: An integrative framework. In Proceedings of the 16th World Conference on Mobile and Contextual Learning (pp. 1-7).
Summary
After performing an in-depth analysis of the available literature, the paper revealed that there are no sufficient approaches to address the issue of learner engagement in collaborative learning environments supported by mobile and computer technology. Intending to provide relevant practices that support the study of learner engagement, the paper proposes an integrative framework which guides the understanding of the engagement of learners in collaborative learning environments.
Value
The paper builds on my information concerning student engagement in collaborative learning environments. The paper has provided evidence of a transition from traditional collaborative learning to a new collaborative environment supported by mobile and computer technology.
Reference 13
van Vliet, P. J. (2020, October). Exploring Mobile Learning-Engaging Students where they are. In Proceedings of the 21st Annual Conference on Information Technology Education (pp. 68-73).
Summary
The paper has identified the tremendous ability of mobile devices, games and apps in capturing the attention of the users. The paper is concerned with some of the ways educators can integrate the tremendous use of mobile technology to improve the engagement of learners. The article thus issues a study on how mobile platforms can be deployed in student learning.
Value
The paper adds value to my project by providing a background on the tremendous use of mobile devices for various activities by the users. It hence issues a practical examination on how the same devices can be used by educators to support learner engagement in a collaborative environment.