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首页> 外文期刊>Journal of Education and Practice >Mobile Learning: A Bridging Technology for varying Learner Entry Behavior
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Mobile Learning: A Bridging Technology for varying Learner Entry Behavior

机译：移动学习：一种用于改变学习者进入行为的桥接技术

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The use of technology in teaching and learning processes has brought a major shift in the way instructors have to design instructions. The cost of mobile devices has declined with time making the devices affordable. All undergraduate learners own a mobile device and their expectations and demand for access of learning content on these devices has increased. While learner’s entry skill levels into a course unit have been a great concern to instructors, the use of a mobile learning system can bridge this concern. The instructors need to focus on making the mobile learning experience more exiting to the learner. This paper has explored how varying learner entry behavior is bridged through an experiment by using a control group and a treatment group. The treatment group was instructed through mobile learning system while the control group was instructed using traditional face to face with no support of mobile learning technology. The results have shown that varied learner entry skills do not determine the intended learning outcome. The learners with or without prior skill and instructed using the support of mobile learning system performs without bias of prior skills. Keywords: Mobile Learning, Learner Entry Behavior, instructional design model
机译：在教学过程中使用技术已使教师设计指令的方式发生了重大变化。随着时间的流逝，移动设备的成本已经下降，从而使这些设备变得可以承受。所有本科学习者都拥有移动设备，他们对这些设备上的学习内容的访问的期望和需求已经增加。虽然学习者对课程单元的入门技能水平已经成为教师的极大关注，但使用移动学习系统可以消除这种关注。讲师需要集中精力使移动学习体验更加吸引学习者。本文探讨了如何通过使用对照组和治疗组的实验来桥接各种学习者进入行为。通过移动学习系统指导治疗组，而对照组则在不使用移动学习技术的情况下使用传统的面对面指导。结果表明，不同的学习者入门技能不能确定预期的学习结果。具有或没有先验技能并在移动学习系统的支持下进行指导的学习者的表现不会对先验技能造成偏见。关键字：移动学习，学习者进入行为，教学设计模型

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