Using a Blended Mobile Learning Model for Learning on Tablets through Local Science Learning Stations in Sa Kaeo Province, Thailand
Article Sidebar
Main Article Content
Abstract
With the cooperation between the Science Education Center, Srinakharinwirot University (SWU), Thailand, and the Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology (NTUST), Taiwan, this academic service project about using a Blended Mobile Learning model for learning on tablets was provided to science and technology teachers in Sa Kaeo, a border province in the east of Thailand. This project was developed through the integration of scientific concepts and local wisdom using science learning stations at the College of Bodhi Vijjalaya, SWU, Sa Kaeo campus, composed of five learning stations; 1) Adobe clay house, 2) Charcoal, 3) Bio-extraction, 4) Alternative energy and 5) Community forest. This project was conducted as a research. The one-group pretest-posttest design was applied. The project was divided into two phases; 1) the development of online science learning resource integrated with the local wisdom and research tools and 2) the project implementation. The participants were 38 science and technology teachers (male = 20, female = 18) in primary and secondary school levels. Data were analyzed statistically using frequency, mean, standard deviation, and nonparametric Wilcoxon matched-pairs signed rank test. The results revealed that teachers’ conceptual understanding of three aspects; 1) how to use tablets as a tool of learning, 2) scientific concepts of learning stations and 3) the mobile learning model and approaches, were all significantly increased (p<.05). Moreover, the teachers were satisfied with the project and some of them were applied the knowledge from the project to their teaching.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Adams, N. & Hayes, C. (2009). Does teaching with a tablet PC enhance the teaching experience and provide greater flexibility? What are the students’ attitudes to teaching with a tablet PC? CQ University, Australia. Retrieved March, 2015 from http://monash.edu/eeducation/assets/documents/atiec/2009/2009atiec-nadineadams-clintonhayes.pdf
Arifin, S. & Sukmawidjaya, M. (2020). Technology transformation and its impact on lectuer’s performance. Jurnal Pendidikan Indonesia, 9(1): 153-162.
Basak, S.K., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4): 191-216.
Benlloch-Dualde, J.V., Buendía, F. &Cano , J.C. (2010). A tablet PC-based teaching approach using conceptual maps. IEEE EDUCON Education Engineering 2010, April 14-16,2010 Madrid, Spain Retrieved March, 2015 from http://www.researchgate.net/profile/J-V_Benlloch-Dualde/publication/224148765_A_Tablet_PC-based_teaching_approach_using_conceptual_maps/links/09e4150c5d3b45cf87000000.pdf
Cahill, C., Kuhn, A., Schmoll, S., Lo, W.T., McNally, B. & Quintana, C. (2011). Mobile learning in museums: How mobile supports for learning influence student behavior. IDC2011, 20-23 June, Ann Arbor, USA. Retrieved March, 2015 from http://www.cs.uic.edu/~i523/cahill.pdf
Chan, T., Roschelle, J., Hsi, S., Kinshuk, K., Sharples, M., Brown, T. (2006). One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3–29.
Chu, H. C., Hwang, G. J., Tsai, C. C., & Tseng, J. C. R. (2010). A two-tier test approach to developing location-aware mobile learning systems for natural science course. Computers& Education, 55(4), 1618–1627.
Crompton, H., Burke, D., Gregory, K.H., & Gräbe, C. (2016). The use of mobile learning in science: a systematic review. Journal of Science Education and Technology, 25:149-160.
Galligan, L., Loch, B., McDonald, C. & Taylor, J.A. (2010). The use of tablet and related technologies in mathematics teaching. Australian Senior Mathematics Journal. 24(1), 38-51.
Goodwin, K. (2012). Use of tablet technology in the classroom. NSW Curriculum and Learning Innovation Centre. State of New South Wales, Department of Education and Communities,
Hartman, R.J., Townsend, M.B., & Jackson, M. (2019). Educators’ perceptions of technology integration into the classroom: a descriptive case study. Journal of Research in Innovative Teaching & Learning, 12(3):236-249.
Huang, Y. M., Kuo, Y. H., Lin, Y. T., & Cheng, S. C. (2008). Toward interactive mobile synchronous learning environment with context-awareness service. Computers& Education, 51(3), 1205–1226.
Hulls, C.C.W. (2005). Using a tablet PC for classroom instruction.35th ASEE/IEEE Frontiers in Education Conference, October 19-22, 2005, Indianapolis, USA .
Retrieved March, 2015 from http://www.chem.ualberta.ca/news_seminars/seminars/harris/2007/hullsieee.pdf
Hwang, G. J. (2014). A blended learning model for guiding teachers to conduct mobile learning activities in schools. Document paper for presentation at Science Education Center, Srinakharinwirot University.
Hwang, G. J., &Tsai, C. C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65-E70.
Hwang, G. J., Yang, T. C., Tsai, C. C., & Yang, Stephen J. H. (2009).A context-aware ubiquitous learning environment for conducting complex experimental procedures. Computers & Education, 53(2), 402–413.
Iyamuremye, A., Mukiza, J., Nsabayezu, E., Ukobizaba, F. & Ndihokubwayo, K. (2022). Web-based discussions in teaching and learning: Secondary school teachers’ and students’ perception and potentiality to enhance students’ performance in organic chemistry. Education and Information Technologies, 27: 2695-2715.
Jisc Regional Support Center. (2012). The learning journey in tablet form: Exploring the use of tablet technologies in work based learning. Retrieved March, 2015 from https://www.jiscmail.ac.uk
Kopecký, K., Fernández-Martín, F., Szotkowski, R., Gómez-García, G., & Mikulcová, K. (2021). Behaviour of children and adolescents and the use of mobile phones in primary schools in the czech republic. International Journal of Environmental Research and Public Health, 18: 1-15.
Krippendorff, K. (2013). Content analysis: an introduction to its methodology. SAGE.
Matzavela, V., & Alepis, E. (2021). M-learning in the COVID-19 era: physical vs digital class, Education and Information Technologies, 26: 7183-7203.
Office of the National Economic and Social Development Board. (2011). The eleventh national economic and social development plan (2012-2016). Retrieved December, 2014 from http://www.nesdb.go.th/Portals/0/news/plan/p11/ Plan11_eng.pdf
Office of the National Economic and Social Development Board. (2016). The twelfth national economic and social development plan (2017-2021). Retrieved April, 2022 from https://www.nesdc.go.th/ewt_dl_link.php?nid=9640#:~:text= Foreword-,The%20Twelfth%20National%20Economic%20and%20Social% 20Development%20Plan%20(2017%2D2021,Thailand%20itself%20was%20undergoing%20reforms.
One Tablet Per Childproject. (2012). One Tablet Per Child project for Thai education. Retrieved March, 2015from http://www.otpc.in.th/aboutus.html
Shih, J. L., Chuang, C. W., & Hwang, G. J. (2010). An inquiry-based mobile learning approach to enhancing social science learning effectiveness. Educational Technology & Society, 13 (4), 50–62.
Shuler, C., Winters, N. & West, M. (2013). The future of mobile learning: implications for policy makers and planners. The United Nations Educational, Scientific and Cultural Organization (UNESCO), France.
Sivakumar, R. (2016). Tablet computers in education. Journal of Contemporary Educational Research and Innovations, 6(6): 258-262.
Sprenger, D.A., & Schwaninger, A. (2021). Technology acceptance of four digital learning technologies (classroom response system, classroom chat, e-lectures, and mobile virtual reality) after three months’ usage, International Journal of Educational Technology in Higher Education, 18(8): 1-17.
Sung, Y.T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computer & Education, 94:252-275.
Tatar, D., Roschelle, J. M., Vahey, P., &Penuel, W. R. (2003). Handhelds go to school: lessons learned. Computer, 36(9), 30–37.
Vavoula, G., &Sharples, M. (2002). KLeOS: a personal, mobile, knowledge and learning organization system. In IEEE International Workshop on Mobile and Wireless Technologies in Education, Vaxjo, Sweden.
Wong, L.H., & Looi, C.K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364–2381.