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Performance Expectancy with Usability Relevance for M-Learning Technology in Education

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dc.contributor.author АльТахер, Аммар Висам ru_RU
dc.contributor.author Altaher, Ammar Wisam en
dc.creator Kazan Federal University en
dc.creator Казанский федеральный университет ru_RU
dc.date.accessioned 2018-01-15T11:20:02Z
dc.date.available 2018-01-15T11:20:02Z
dc.date.issued 2017-12
dc.identifier.citation Altaher A. W. Performance Expectancy with Usability Relevance for M-Learning Technology in Education // Вестн.НГУ. Серия: Информационные технологии. 2017. Т. 15, № 4. С. 5–13. DOI 10.25205/1818-7900-2017-15-4-5-13. ISSN 1818-7900. ru_RU
dc.identifier.citation Altaher A. W. Performance Expectancy with Usability Relevance for M-Learning Technology in Education. Vestnik NSU. Series: Information Technologies, 2017, vol. 15, no. 4, p. 5–13. DOI 10.25205/1818-7900-2017-15-4-5-13. ISSN 1818-7900. (In Engl.) en
dc.identifier.issn 1818-7900
dc.identifier.other DOI 10.25205/1818-7900-2017-15-4-5-13
dc.identifier.uri http://lib.nsu.ru:8081/xmlui/handle/nsu/13491
dc.description.abstract The challenges faced in using new technologies in the classroom are numerous, but contributions generated with their resolution can proportionately provide original and efficient teaching practices more in tune to students' eager learning needs. This article presents some statistical of Kazan federal university / Russia student data analysis perception to help teachers in transversal themes classes using m-learning by review the (Tabulation for Age group * Gender, Year of study, Phone Category , course materials) and analyzing the independent factors like (Performance Expectancy, Effort Expectancy, Behavioral Intention to Use, Content Accuracy, and Usability, relevance). The use of mobile devices and the choice of applications in teaching revealed important data, indicating that the expansion and intensification of the use of these devices in the classroom is possible. In university Education, the situation emerges as an opportunity to make up for lost time and space in the restitution of studies, as well as furthering advancement in teaching, itself. Competent m-learning practice rises to situations that reach beyond the concept of technological resources. They imbue teaching with intrinsic characteristics that facilitate and motivate teaching and learning situations to the benefit of all participants. The classic approach of adhering to a fixed professional code of conduct or having your proposed methods first evaluated by an ethics committee does not deal well with the rapidly changing contexts so often found in mobile learning research. Previous work (Andrews T., Dyson L. E., Wishart J. (2015) Advancing ethics frameworks and scenario-based learning to support educational research into mobile learning, International Journal of Research & Method in Education, Vol. 38, Iss. 3, pp. 320–334) concludes that collaborative scenario generation framed by an agreed ethics structure is an effective way forward for supporting researchers planning data collections in mobile learning contexts. en_EN
dc.description.abstract Проблемы применения новых технологий обучения многочисленны. Но влияние технологий на улучшение обучения несомненно. В данной статье приведены статистические данные о мнении и ожиданиях учащихся при использовании технологий мобильного обучения в Казанском федеральном исследовательском университете. Эта статистика учитывает такие показатели? как возраст, пол, год обучения, тип мобильного устройства и пр. Такие данные позволяют сделать детальную гибкую настройку обучающих технологий на целевую аудиторию. Практика мобильного обучения выходит за рамки только технологических проблем. Изменчивость ситуаций и контекстов мобильного обучения влечет за собой изменения в классической этике обучения. В частности, необходимо совместно с комитетом по этике генерировать новые сценарии для сбора данных и поддержки исследований в сфере мобильного обучения. ru_RU
dc.language.iso en en
dc.publisher Новосибирский государственный университет ru_RU
dc.subject M-learning en
dc.subject readiness en
dc.subject ubiquity en
dc.subject availability en
dc.subject готовность ru_RU
dc.subject доступность ru_RU
dc.subject персонализация ru_RU
dc.subject удобство ru_RU
dc.title Performance Expectancy with Usability Relevance for M-Learning Technology in Education en
dc.title.alternative Ожидаемая производительность с учетом удобства использования для технологии M-Learning в образовании ru_RU
dc.type Article en
dc.description.reference 1. Andrews T., Dyson L. E., Wishart J. (2015) Advancing ethics frameworks and scenariobased learning to support educational research into mobile learning. International Journal of Research & Method in Education, vol. 38, iss. 3, pp. 320–334. 2. UNESCO, 2015. Educação para cidadania global: preparando alunos para os desafios do século XXI. Ministério da Educação, Brasília. 3. Boruchovitch, E., Bzuneck, J. A., & Guimarães, S. E. R. (Orgs.), 2010. Motivação para aprender: aplicações no contexto educativo. Vozes, Petrópolis, RJ. 4. Hwang, G. J., Wang, S. Y., & Lai, C.L. 2015. Seamless flipped learning- a mobile technologyenhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2 (4), 449–473. 5. Leite, B. S, 2014. “M-Learning: o uso de dispositivos móveis como ferramenta didática no Ensino de Química”. Revista Brasileira de Informática na Educação, vol. 22, no. 3. 6. Batista, S. C. F, 2011. M-learnMat: modelos pedagógicos para atividade de m-learning em matemática. 255 p. Tese. (Doutorado em Informática na Educação) Universidade Federal do Rio Grande do Sul, Porto Alegre, RS. 7. Behar, P. A, 2009. Modelos Pedagógicos em Educação a Distância. Porto Alegre: Artmed. 8. Smit, A., 2015. U.S. Smartphone use in 2015, Pew Research Center report. Retrieved from: http://www.pewinternet.org/files/2015/03/PI_Smartphones_0401151.pdf 9. Lenhart, A. & page D., 2015. Teen, social media, and technology overview 2015, Pew Research Center report. Retrieved from: http://www.pewinternet.org/files/2015/ 04/PI_Teensand Tech_Update2015_0409151.pdf 10. Liu M., Scordino R., Geurtz R., Navarrete C., .Ko Y. & Lim M., 2014. A Look at Research on Mobile Learning in K–12 Education From 2007 to the Present, Journal of Research on Technology in Education, Vol. 46, No.4, pp.325-372 11. Meishar-Tal, H. & Gross, M., 2014. Teaching Sustainability via Smartphone-Enhanced Experiential Learning in a Botanical Garden. International Journal of Interactive Mobile Technologies (iJIM), vol. 8, no. 1, p.10. 12. OELPC. (2009). The Future OELPC: One Educational Laptop Per Child. Retrieved from http://www.olpcnews.com 13. Ivanchenko, D. (2014). Informatization of university: Modern approaches and tools for implementation. Moscow: Oktopus. ru_RU
dc.description.reference 1. Andrews T., Dyson L. E., Wishart J. (2015) Advancing ethics frameworks and scenariobased learning to support educational research into mobile learning. International Journal of Research & Method in Education, vol. 38, iss. 3, pp. 320–334. 2. UNESCO, 2015. Educação para cidadania global: preparando alunos para os desafios do século XXI. Ministério da Educação, Brasília. 3. Boruchovitch, E., Bzuneck, J. A., & Guimarães, S. E. R. (Orgs.), 2010. Motivação para aprender: aplicações no contexto educativo. Vozes, Petrópolis, RJ. 4. Hwang, G. J., Wang, S. Y., & Lai, C.L. 2015. Seamless flipped learning- a mobile technologyenhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2 (4), 449–473. 5. Leite, B. S, 2014. “M-Learning: o uso de dispositivos móveis como ferramenta didática no Ensino de Química”. Revista Brasileira de Informática na Educação, vol. 22, no. 3. 6. Batista, S. C. F, 2011. M-learnMat: modelos pedagógicos para atividade de m-learning em matemática. 255 p. Tese. (Doutorado em Informática na Educação) Universidade Federal do Rio Grande do Sul, Porto Alegre, RS. 7. Behar, P. A, 2009. Modelos Pedagógicos em Educação a Distância. Porto Alegre: Artmed. 8. Smit, A., 2015. U.S. Smartphone use in 2015, Pew Research Center report. Retrieved from: http://www.pewinternet.org/files/2015/03/PI_Smartphones_0401151.pdf 9. Lenhart, A. & page D., 2015. Teen, social media, and technology overview 2015, Pew Research Center report. Retrieved from: http://www.pewinternet.org/files/2015/ 04/PI_Teensand Tech_Update2015_0409151.pdf 10. Liu M., Scordino R., Geurtz R., Navarrete C., .Ko Y. & Lim M., 2014. A Look at Research on Mobile Learning in K–12 Education From 2007 to the Present, Journal of Research on Technology in Education, Vol. 46, No.4, pp.325-372 11. Meishar-Tal, H. & Gross, M., 2014. Teaching Sustainability via Smartphone-Enhanced Experiential Learning in a Botanical Garden. International Journal of Interactive Mobile Technologies (iJIM), vol. 8, no. 1, p.10. 12. OELPC. (2009). The Future OELPC: One Educational Laptop Per Child. Retrieved from http://www.olpcnews.com 13. Ivanchenko, D. (2014). Informatization of university: Modern approaches and tools for implementation. Moscow: Oktopus. en
dc.subject.udc 004
dc.relation.ispartofvolume 15
dc.relation.ispartofnumber 4
dc.relation.ispartofpages 5-13


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