Abstract

The aim of this paper is to examine the potential and effectiveness of M-learning in the field of Education and Learning domains. The purpose of this research is to illustrate how mobile technology can and is affecting novel change in instruction, from M-learning and the link to adaptive learning, to the uninitiated learner and capacities of m-learning. Followed by a model using direct examples from contemporary literature, looking at m-learning and feedback, mlearning tools, augmented reality and what are the ultimate implications for m-learning's long term uses, and where the future of mobile technology and education is heading, M-learning is becoming a fundamental form of technology that can enhance and contribute to adaptive learning. The results of this study show that m-learning is transforming the way of learners’ access and disseminate learning content through mobility, ease of access and ability to provide instantaneous feedback, and the tacit link to other innovative forms of technology such as mobile applications and augmented reality tools.

Abstract

Multimedia offers exciting possibilities for meeting the needs of 21 century learners. Multimedia learning can be defined in a number of ways. Multimedia learning is the delivery of instructional content using multiple modes that include visual and auditory information and students’ use of this information to construct knowledge. Today's students are very different from even their recently graduated peers. These students are digital natives. They live in a world in which digital technology is part of the texture of their daily lives. They have never known a world without technology. Technology is their native language and they expect to use technology in school. While some students have greater access to technology than others, computers with Internet access are now nearly universally available in schools. Internetenabled computers and cell phones are pervasive outside of school. Use of technology by 5-18 year olds is at its highest level and is projected to increase. This increased reliance on technology combined with brain processing offers enormous potential for instruction. Research has shown us that the brain processes information using two channels - visual and auditory. When information is presented using both channels, the brain can accommodate more new information. By taking advantage of this multimodal processing capability and technology-based tools, we can dramatically enhance student learning through multimedia instruction. This document is intended to provide an introduction to the Merlot community. The paper will collect background information of multimedia, describe its usage, how it functions and key features, and provide further help to educators for integration of multimedia resources in the teaching learning process.

Abstract

Within the past two decades, Blended Learning (BL) programs have become very prevalent. The number of offered courses is continually increasing. The factors which support this fact are mostly related to the technological advances that have made the obtainability both efficient and practical. A School of Nursing (SoN) started a Faculty Professional Development Program (FPDP) for preparing its faculty for the initiation of the BL courses. This paper presents an evaluation project for this FPDP in order to provide empirical evidence on its importance as a way to smooth the transition to the BL. This evaluation project used a non-experimental descriptive quantitative research design. The Context, Input, Process, Product evaluation model (CIPP) was the theoretical framework for this evaluation project. The data collected through survey utilized an internet-based questionnaire. The analysis of the data adopted the Fit Gap Analysis (FGA) framework. The analysis results showed change in the SoN faculty's attitude, due to FPDP program, ranked between 44.44% and 88.89%; behavior ranked between 0.0% and 66.67%; and, knowledge ranked between 33.33% and 55.56%. Based on the analysis findings, this project recommends that the FPDP should be considered as an essential step and a successful way toward smoothing the transition to the BL, and should be considered as an example for other Universities.

Abstract

Information and Communication Technologies have brought widespread changes in all aspects of contemporary society and culture. Most scholars believe that the assimilation of processes of change in schools and the entire Educational system depends on the abilities and perceptions of teachers in the system. The present study examines how Graduates of the Master's degree program, Technology in Education, perceived the significance of digital pedagogy (pedagogy in an Information and Technology-rich learning environment), in relation to three different aspects such as role of the teacher, role of the student and technology's contribution to the teaching/learning processes.

According to the graduates, teachers should develop student-centered teaching serving as facilitators, create personal and caring relationships with the students and stay updated, constantly deepening their professional knowledge. The students should be the initiative for learning, be independent, curious, and work out of interest and inner motivation to achieve meaningful learning, through collaborative learning and also be familiar with digital environment. Use of technology should help to create a supportive environment, enabling demonstration of phenomena and processes, increase the range of learning possibilities, help to provide an answer to variance of students and the narrow gaps between them.The graduates believed that a supportive Principal, committed teachers and supply of adequate instruction to the teachers can help them apply the digital pedagogy. A policy of learning evaluation by measuring achievement and lack of support at the school level can render the application more difficult. The findings showed that most of the Graduates had an actual experience of introducing digital pedagogy in their classrooms as part of their studies in the program.

Abstract

This paper will share the research on the use of social media (specifically Facebook) in an effort to promote critical thinking and reflection. It purports that although often overlooked as a teaching, learning and assessment strategy, social media is a viable method that supports cooperative learning through the encouragement of thoughtful responses and reflections. The research utilizes data from both quantitative and qualitative measures (surveys/questionnaires and open ended responses collected from the closed group Facebook page). The data were collected over nine months from undergraduate students who represented five different content areas (Nursing, Public Health, Psychology, Nutrition and Physical Education). The data revealed that students prefer and value the use of Facebook as a form of cooperative learning over other traditional methods of student course management (Blackboard). Additionally, it suggests that utilizing social media can be an engaging teaching, learning and assessment strategy. This research highlights the findings from a small group of students, therefore may lack generalizability. Future research should replicate the study on a larger scale. This paper includes both theoretical foundational knowledge and practical applications to support faculty teaching and learning which supports the literature by offering specific st strategies, that focus on methods to increase student engagement, critical thinking and 21^st century technology.