an article by Po-Han Wu and Yu-Hsien Huang (National Taipei University of Education, Taiwan) published in International Journal Mobile Learning and Organisation Volume 11 Number 3 (2017)
Abstract
Graduate youth unemployment has recently substantially increased, and the learning-application gap is a major problem. Universities are crucial for addressing this gap. An adaptive career-consultation mobile application (ACCMA) integrating student capabilities and interests was developed to help students connect what they are learning at university with workplace needs.
With a questionnaire, 475 senior university students were surveyed. The ACCMA was significantly more beneficial than general career counselling at assisting students in understanding their capabilities and interests and planning their future careers.
Additionally, students were more satisfied with this method of career consultation.
It is suggested that the learning-application gap can be reduced by using mobile technology to provide students with information and by assessing students' capabilities and interests, and how they may fit in the current employment market. This will enhance their employability and competitiveness and reinforce their future career development.
Showing posts with label mobile_learning. Show all posts
Showing posts with label mobile_learning. Show all posts
Friday, 29 September 2017
Tuesday, 15 May 2012
Active mlearning opportunities offered by a prototype template of a new web-based SBLi™ interface for smartphones
an article by Hardy Ernst and John Harrison published in International Journal of Mobile Learning and Organisation Volume 6 Number 1 (2012)
Abstract
This paper introduces a new smartphone interface that allows students to access existing scenario-based learning activities on the SBLi™ platform (www.sblinteractive.org).
Leveraging student-owned technology for academic benefit, the SBLi™ smartphone interface offers high impact, anywhere anytime, active learning opportunities. Given a choice, about a third of students accessed the scenario-based learning activities via mobile devices.
We found no differences in student attainment of learning outcomes based on summative assessment between the desktop SBLi™ version and SBLi™ mobile version. However, most students owning smartphones do not use it for mobile learning, yet many welcome scenario-based mobile learning applications. Ease of usage and navigability of mobile learning applications are vital.
Abstract
This paper introduces a new smartphone interface that allows students to access existing scenario-based learning activities on the SBLi™ platform (www.sblinteractive.org).
Leveraging student-owned technology for academic benefit, the SBLi™ smartphone interface offers high impact, anywhere anytime, active learning opportunities. Given a choice, about a third of students accessed the scenario-based learning activities via mobile devices.
We found no differences in student attainment of learning outcomes based on summative assessment between the desktop SBLi™ version and SBLi™ mobile version. However, most students owning smartphones do not use it for mobile learning, yet many welcome scenario-based mobile learning applications. Ease of usage and navigability of mobile learning applications are vital.
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