TY - JOUR
T1 - An authentic learning based evaluation method for mobile learning in Higher Education
AU - Chiu, Po Sheng
AU - Pu, Ying Hung
AU - Kao, Chih Chien
AU - Wu, Ting Ting
AU - Huang, Yueh Min
N1 - Funding Information:
This work was supported by Ministry of Science and Technology, Taiwan [grant number MOST 105-2511-S-415-017-MY3].
Publisher Copyright:
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2018/5/4
Y1 - 2018/5/4
N2 - If mobile learning is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. This study adopted Herrington’s nine elements of authentic learning paradigm to develop an authentic learning-based evaluation method and design approach for m-learning activities. There were 84 participants in this experiment. The study was conducted from March through May 2015. After assessing the participants, we evaluated the results of the m-learning activity to illustrate the dimensions and criteria in the evaluation. The results show that there are three different groups of people concerned with different areas; students and professors mainly focus on authentic learning activities, learning strategies, and skills training. However, systems developers focus on function or service systems. The authors suggest that the third group, m-learning researchers and designers, must understand students’ views and needs so that m-learning development can provide better opportunities to practice authentic learning.
AB - If mobile learning is to be effectively developed and feasibly applied to education, it is necessary to evaluate its effectiveness. This study adopted Herrington’s nine elements of authentic learning paradigm to develop an authentic learning-based evaluation method and design approach for m-learning activities. There were 84 participants in this experiment. The study was conducted from March through May 2015. After assessing the participants, we evaluated the results of the m-learning activity to illustrate the dimensions and criteria in the evaluation. The results show that there are three different groups of people concerned with different areas; students and professors mainly focus on authentic learning activities, learning strategies, and skills training. However, systems developers focus on function or service systems. The authors suggest that the third group, m-learning researchers and designers, must understand students’ views and needs so that m-learning development can provide better opportunities to practice authentic learning.
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U2 - 10.1080/14703297.2017.1417147
DO - 10.1080/14703297.2017.1417147
M3 - Article
AN - SCOPUS:85041012465
VL - 55
SP - 336
EP - 347
JO - Innovations in Education and Training International
JF - Innovations in Education and Training International
SN - 1355-8005
IS - 3
ER -