Group items tagged

This paper aims to provide quantitative and qualitative data on students' use of mobile devices and to consider the benefit of academic mobile library services to students. Design/methodology/approach - Initial mobile library research included an online survey that attracted 1,716 participants. This was followed up with two discussion groups of six undergraduate and five postgraduate students. The survey followed-on from an earlier survey conducted by the University of Edinburgh's Information Services (IS) in March 2010. Findings - The dramatic growth of smartphone ownership among students in an eight-month period was surprising: a 17 per cent increase between March and November 2010. In addition, 68 per cent of students who plan to change their mobile handset would upgrade to a smartphone. Research limitations/implications - As students were unable to provide feedback on University of Edinburgh's own mobile library services, their feedback is speculative and subject to change. Practical implications - The paper provides evidence for libraries to determine the value of developing their own mobile services. It also demonstrates the proliferation of mobile device usage within the university and library context and indicates which services students would find most useful on a mobile device. Originality/value - The paper provides insight into a rapidly moving area of technology as demonstrated through the research. The increasing use of mobile devices among students is important to acknowledge. The role of the academic library is to embrace changing student behaviour by providing services optimised for mobile devices. [Abstract from ProQuest Research Database (at ESC)] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/888252676/62B2CB0524347BEPQ/1?accountid=8067 Paterson, L., & Low, B. (2011). Student attitudes towards mobile library services for smartphones. Library Hi Tech, 29(3), 412-423. Retrieved from http://search.proquest.com.library.esc.edu/

The purpose of this paper is to explore the students' opinion of Jawaharlal Nehru University (JNU), New Delhi, regarding the use and success of mobile technology in the library environment for providing better services by library and their expectations from the library through mobile technology. Design/methodology/approach - A survey was conducted through a well-structured and precise questionnaire circulated personally among 200 students studying in Jawaharlal Nehru University for the academic session 2012-2013. Findings - The majority of students are in favor of using mobile technology for better services, and it is expected by the students that services should be provided to them by libraries through mobile technology. Furthermore, the study also explores the students' opinion on improved services using mobile technology. Research limitations/implications - The geographical area of study was confined to the students of the JNU, New Delhi, purely regarding their opinion on use and success of mobile technology by the library. The research results are limited to this environment only. Originality/value - The paper highlights the students' opinion of JNU regarding the use of mobile technology by the library for better services, and further it also explores the expectations of students from the library through this technology. [Abstract from ProQuest Research Library Database (at ESC)] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/1633960190/D4F687B968B342A3PQ/1?accountid=8067 Kumar, A. (2014). Students opinion about the success of mobile technology in libraries. New Library World, 115(9), 471. Retrieved from http://search.proquest.com/docview/1633960190?accountid=8067

As an instructional tool, teachers have the option of showing previously created digital stories to their students to introduce content and capture students' attention when presenting new ideas. Teachers who are able to create self-made digital stories find that they can be particularly helpful not only in engaging students in the content, but also in facilitating discussion about topics presented in a story and helping make abstract or conceptual content more understandable. A multimedia-rich digital story can serve as an anticipatory set or hook to capture the attention of students and increase their interest in exploring new ideas.

Using iPads in the classroom has been helpful reading Hamlet. Shakespeare is difficult to understand, but students can get help accessing No Fear Shakespeare on their iPads.

I have the same problems Khader in trying to integrate Chromebooks as much as possible. I constantly feel that it is a struggle to get their attention and maintain it especially if they are convinced they should be allowed to "multitask" between the assignment and a game, but in the end the resources I am able to integrate in is well worth those struggles.

I agree with the problem of technology in the hands of students can often be distracting. The temptation to play games, search google, and social media is huge. It is so difficult to find a balance in a less than ideal world. My hope is that the earlier we introduce technology in the classroom, the novelty will wear off by the higher grades. Even with controls on wifi and devices, students are so tech savvy, they find ways around it.

ABSTRACT: The teaching of digital literacies is regarded as an important facet of literacy teaching in the 21st century. With many literacy tests continuing to indicate that students' levels of achievement tend to be differentiated along socioeconomic lines, it seems timely to consider the connections between home and school and how these play out in relation to digital literacies. This is particularly important in light of the considerable evidence that has demonstrated how important home-school connections are in ensuring improved traditional literacy outcomes for students from low socioeconomic backgrounds. With these points in mind, this article reports on an investigation into the usage of digital technologies in two middle-years classrooms in low socioeconomic suburbs in a regional Australian city. Using a range of ethnographic techniques, the study explored two teachers' approaches to teaching students how to use digital technologies in one school term. Through snapshots of digital practices in the two classrooms, three issues are considered: teachers' pedagogical approaches; students' access to digital technologies at home and at school; and the teachers' recognition of students' prior knowledge of digital technologies. The article concludes by reflecting on the need for teachers to draw on the digital literacies that students are using in their out-of-school lives, to make bridges to school learning and thus address the challenge of preparing students to be literate in the 21st Century.

This article examines technology trends in higher education and how they impact student habits and preferences in college libraries. A study was conducted among students at the Sam Houston State University in East Texas to investigate their usage of electronic devices and technologies such as text messaging, Twitter, podcasts, Really Simple Syndication (RSS) feeds, and social networks. Results indicate that students do wish that basic library services were available through the most popular social networking sites and Internet technologies. Topics include a review of literature consulted, methods used, and the demographics of the student body researched. [Abstract from ESC Academic Search Complete database] Link: http://eds.b.ebscohost.com.library.esc.edu/ehost/detail/detail?vid=7&sid=32d26eef-5aab-4af2-ad1a-c9624344797d%40sessionmgr115&hid=126&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=61993848&db=a9h Cassidy, E. D., Britsch, J., Griffin, G., Manolovitz, T., Shen, L., & Turney, L. (2011). Higher Education and Emerging Technologies: Student Usage, Preferences, and Lessons for Library Services. Reference & User Services Quarterly, 50(4), 380-391.

Academic libraries have traditionally provided computers for students to access their collections and, more recently, facilitate all aspects of studying. Recent changes in technology, particularly the increased presence of mobile devices, calls into question how libraries can best provide technology support and how it might affect the use of other library services. A two-year study conducted at California State University San Marcos library analyzed student use of computers in the library, both the library's own desktop computers and laptops owned by students. The study found that, despite the increased ownership of mobile technology by students, they still clearly preferred to use desktop computers in the library. It also showed that students who used computers in the library were more likely to use other library services and physical collections. [ABSTRACT FROM AUTHOR] [Abstract from ESC Academic Search Complete database] Link: http://eds.a.ebscohost.com.library.esc.edu/ehost/detail/detail?vid=18&sid=777400f5-917a-43a0-83b8-26cdc83f8315%40sessionmgr4003&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=89086995&db=a9h Thompson, S. (2012). Student Use of Library Computers: Are Desktop Computers Still Relevant In Today's Libraries?. Information Technology & Libraries, 31(4), 20-33

This article examines what effect online interactive history games have on the achievement and motivation of students in junior high school. A four-week experiment was done comparing students utilizing online games and students not utilizing games and the results indicated that the students who regularly logged into the games were more personally invested in the history material and scored better on their subsequent assessments. This indicates that utilizing gaming, and technology in general, has a positive impact on both student achievement as well as student involvement.

This article examines the risk to students on the internet. It talks about adult content, cyberbullying sexual harassment, online gambling etc. and the safety issues that go along with these topics. There was a study done that logged data to see if student preferred web sites were to understand whether students can visit web sites which contain unsafe material bypassing the computer-supported security policies and to see which types of web locations contain unsafe content.

Ho, A. D., Reich, J., Nesterko, S., Seaton, D. T., Mullaney, T., Waldo, J., & Chuang, I. (2014). HarvardX and MITx: The first year of open online courses (HarvardX and MITx Working Paper No. 1). Retrieved from http://ssrn.com/abstract=2381263 The report analyzes in detail the interaction between the students and courses and draws conclusions based on the findings and suggests further research. One of the insights that makes MOOCs quite different than traditional classroom courses is the usage patterns. The authors pointed out that "[n]ew metrics, far beyond grades and course certification, are necessary to capture the diverse usage patterns in the data. A simple comparison of grades and viewed content shows thousands of users who fit a range of profiles. Of particular interest may be those students who accessed substantial course content but did not participate in assessments." (Ho, et al., 2014, p. 3.)

To Marian: I never really paid that much attention to MOOCs until you presented all this information on them. I suppose distance learning and MOOCs are the wave of the future. I am going to have to learn a lot more about MOOCs to understand where higher education may well be going -- at least at the undergraduate level.

Marian: We have an unusual culture where I work. If there is work, it comes with a price. We have many faculty who feel that they need to be paid a lot more to develop in this platform model. 100 students in a course is hard for them to imagine, but much of the grading can be automated. I would like to encourage the use of MOOCs for a few reasons, but I have two that are of value to the education industry. The first is students who are unsure of their educational goals can take advantage of the free or very low cost access to content to see if the path is for them. Second, there seems to be an opportunity for increased enrollment. This is an area that many institutions across the nation are struggling with. Having so much more online availability and larger classes could be part of the solution.

"This study which is based on the Technological Acceptance Model (TAM), seeks to explore whether librarians and LIS students are familiar with the newest technological innovations and whether they are ready to accept them. The research was conducted in Israel during the first and second semesters of the 2012 academic year and considered two populations: librarians and LIS students. Researchers used two questionnaires to gather data: a personal details questionnaire, and a mobile technology questionnaire. On the whole, the current study supported the two core variables of the TAM (perceived ease of use and usefulness), as well as personal innovativeness that may predict librarians' and students' behavioral intention to use mobile services in the library." [Abstract from ERIC database.] Link to full-text EbscoHost Education Source database at ESC: http://eds.a.ebscohost.com.library.esc.edu/ehost/detail/detail?vid=9&sid=6b435564-9bcd-4f6f-95df-581478f9b036%40sessionmgr4004&hid=4103&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=94658055&db=eue Aharony, N. (2014). Mobile Libraries: Librarians' and Students' Perspectives. College & Research Libraries, 75 (2), 202-217.

Data is drawn from an inductive research project, which examined school Internet risk discourses, institutional attempts to control 'net' use and student responses to such practices, in eight educational establishments in the north of England. over three years. In examining internet regulation policy, Oswell (1998) notes that distinctions are drawn between the 'child-in-danger' and the dangerous child.While exaggerated risk discourses might result in over-blocking, with students being pushed away from using school cyberspace, the Internet simultaneously offers seductive pulls, encouraging teachers and students to be adventurous in their pursuit of knowledge online.

This article takes a look at the "Broadband at School" program that was instituted in Brazil in 2008 and what impact it has made on student achievement over the course of its first eight years of existence. This program aimed at bringing broadband internet to all urban public schools in Brazil, something that was not guaranteed prior to this. After analyzing student achievement prior to 2008 and comparing it to student achievement in 2016, it was determined that having access to broadband internet had a positive effect on student learning and achievement. The article makes sure to examine the results from multiple angles to ensure that the achievement that has been recorded is related to the Broadband at School program and found a positive, provable connection between the program and an increase in student achievement.

Federal law protects educational records but student data is now being collected through the use of student services. The article looks at how long the data is stored and who may access the information in compliance with the Children's Online Privacy Protection Act.

EDU681102 - Module 2, Week 2. Mark Ness, article #3.

Edited link - https://diigo.com/08285j

Reference Gasevic, D., Kovanovic, V. Joksimovic, S., Siemens, G. (2014). Where is Research on Massive Open Online Courses Headed ? A Data Analysis of the MOOC Research Initiative. The International Review of Research in Open and Distance Learning, 15(5), 135 -176. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1954/3111

Marian, this is an involved research report on MOOC research initiative! Specifically, the issue of low course completion and high degree of student attrition was often pronounced as the key challenge of MOOCs & that understanding factors that affect student engagement, completion and success in MOOCs is a complicated psychological process. Theory of planned behavior (TPB) - used to study behavioral change - in the study's case, changing students intention to complete a MOOC and thus, increase their likelihood of course completion - it remains to be seen to what extent a student's intention can be changed if the student did not have an intention to complete a MOOC in the first place. What would be a reason that could motivate a student to change their intention in cases when she/he only enrolled in a MOOC to access information provided without intentions to take any formal assessments? Side note - are you aware of (or have you already taken) ESC's EDU-681111 Metacognitive Analysis: U Albany & Empire State College MOOC? Also, you may be interested in reading this article - Beyond MOOCs: Is IT Creating a New, Connected Age? EDUCAUSE Sprint 2013.

"Technology acceptance in education has been and continues to be a central concern for researchers, application and platform developers, and educators. Rapid advancements in miniaturization along with the availability of fast, reliable, and affordable networks have sparked an increasing demand by students for better ways to complement their mobile lifestyles in support of their learning. Based on a review of the literature of technology acceptance and trends in mobile device usage in learning, this researcher tested the predictive power of the Mobile Learning Acceptance Model (MLAM) in an online higher education setting. MLAM is an extension of the technology acceptance model (TAM) inasmuch as it seeks to obtain user perceptions of usefulness and ease of use and their effect on user attitude and behavioral intention to use mobile devices for learning. For this research, users included students and faculty. Current literature indicates that student desire for access to a variety of learning resources anywhere anytime is growing yet little is known regarding faculty perceptions regarding mobile learning (m-learning) or on how institutions can position themselves to meet the growing demand. A web-based survey design was used to test MLAM using a previously developed and validated instrument, though updated to include and exclude what is now or no longer applicable and the wording modified to ensure relevancy to the target population studied. Exploratory factor analysis was performed to validate the factor structure. Multiple regression analysis was performed to determine which factors had the greatest influence on m-learning acceptance." [Abstract from ERIC database.] Link: http://search.proquest.com.library.esc.edu/docview/1399418322/abstract?accountid=8067 Marrs, K. (2013). An investigation of the factors that influence faculty and student acceptance of mobile learning in online higher education. Retrieved from http://search.proquest.com.library.esc.edu/pqrl/doc

Purpose - This study proposes a mobile learning model that employs digital libraries to support investigative learning activities. A student-centered mobile learning activity with self-guided exploration for physical ecology observation has been conducted to demonstrate the benefits of using digital libraries to support investigation-based ecology learning activities. Design/methodology/approach - An investigation-based mobile learning model is proposed and an experiment is designed to show the effectiveness of the learning model, in which the students are asked to answer a series of questions by observing the real-world learning objects and searching for supplemental materials from a digital library. Findings - The instructional experiment conducted in an elementary school with 64 sixth grade students shows that the innovative approach is able to improve the learning achievement, learning effectiveness, as well as the learning attitudes of the students. Practical implications - The findings of this paper imply that the use of the investigative learning model will significantly promote the utilization rate of digital libraries. Originality/value - An investigative model for using digital libraries to support mobile learning is proposed in this paper. It provides good guidance to teachers for designing learning activities with digital libraries, and a good way for students to learn, utilizing the materials in digital libraries. [Abstract from ESC ProQuest Research Library database] Link: http://search.proquest.com.library.esc.edu/pqrl/docview/888251730/288B8D1870394980PQ/1?accountid=8067 Ju-Ling, S., Hwang, G., Yu-Chung, C., & Chien-Wen, C. (2011). An investigation-based learning model for using digital libraries to support mobile learning activities. The Electronic Library, 29(4), 488-505. doi:http://dx.doi.org/10.1108/02640471111156759

"Mobile device use has been soaring in recent years in all user groups. Mobile learning is no longer an optional activity for academic institutions, but a necessary endeavor. Developing a curriculum around mobile learning is essential, particularly for distance-based, non-traditional students. Understanding how students use their mobile devices is important to supporting mobile learning initiatives. Student survey responses were examined to determine how students use mobile devices in education. Librarians must stay on the forefront of mobile technology by using their skills in curating and teaching to support this important educational initiative and to become leaders in this area." [Abstract from ERIC Database.] Gebb, B.A., & Young, Z. (2014). Mobile Resource Use in a Distance Learning Population: What Are They Really Doing on Those Devices? Journal of Library & Information Services In Distance Learning, 8(3-4), 288-300.

I wasn't able to read the article - even through the ESC library connection. However, I am curious about the use of mobile devices in distance education and why there is not a higher level of support for some of the apps that are available. For example, my employer fully supports the Blackboard app on iPhone and Android platforms. Whereas at ESC, the Moodle mobile app is still not functional. Many times I have been out without my laptop and would like to get some work done on the phone, but looking at the Moodle website is horrid - even with its responsive theme. It seems the more we expect students to be mobile, the more we should embrace and support its many facets.

You could usually put in an Inter-library loan request (ILL) to get the full-text of articles that only appear in abstract form or do not appear in the ESC database. I just went to chat with a library as ESC and they gave me this web site adress: http://www.esc.edu/library/interlibrary-loan/

Guo, P., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of mooc videos. Proceedings of the First ACM Conference on Learning @ scale conference. Retrieved from http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf