Journal of e-learning Research

Exploring Deep Learning of English Vocabulary Acquisition from Mobile Learning Environment

Jingshu Guo, Sangmok Lee, Hongyan Guo, Jing Yang — Mon, 20 Dec 2021 00:00:00 +0000

With the advent of the 5G era, the rapid development of communication networks has provided comparatively favorable conditions for the popularity of mobile learning. Mobile learning devices, mainly smartphones and tablets, have gradually replaced traditional computer-assisted devices as one of the important forms of learning for learners in the new era. This study summarizes the characteristics of mobile learning as: Ubiquitous; Portable; Personalized; Interactive; Updated; and Seamless. Based on the above characteristics, mobile vocabulary learning has its advantages such as convenience and efficiency, but due to its fragmented learning characteristics, however, the fragmented nature of learning makes it difficult for learners to achieve deep learning. In the content of vocabulary acquisition, deep learning refers to after a word has been learnt, it may trigger associations, images or stories on the basis of the learner's past experiences. In the field of education deep learning provides an effective solution to the problem of fragmentation in mobile learning and provides a new path and idea for effective vocabulary acquisition. This study uses a combination of questionnaires and empirical research to ask the following research questions: Question 1: To what extent do learners have an understanding of mobile learning of English vocabulary? Question 2: To what extent can deep learning-based mobile learning of English vocabulary improve students' English vocabulary? After the questionnaire survey and the empirical study, we can see that Learners have a degree of understanding of deep learning-based mobile vocabulary learning and that deep learning-based mobile learning of English vocabulary can will contribute positively to the acquisition of English vocabulary.

Introducing Change to Japanese Universities: Digital vs Paper Assignments

Adam L. Miller — Mon, 20 Dec 2021 00:00:00 +0000

The COVID-19 pandemic made an unprecidented impact on tertiary education in Japan, where many classes were suddenly moved to online, digital spaces. This sudden and major transition caused stress and confusion amongst both teachers and students, but this study hopes to explore the potential benefits that could be gained from continuing to use the new skills aquired by stakeholders during this turbulent time. While there is a wide range of contemporary literature on the pandemic's impact on instructional technology, this paper hopes to explore a very specific aspect of tertiary education, namely how projects were assigned, submitted, and graded both before and during the pandemic; it then goes on to examine the thoughts and experiences of both educators and students in the hope of discovering if preferences lie with traditional "paper" assignments or the "digital" methods adopted during the pandemic. The data was collected from existing studies, as well as quantitative data drawn from a small scale questionnaire of around 50 university students in Japan, as well as qualitative data from two key informants, who have decades of combined experience teaching at university level in Japan. The findings pointed to there being some noticeable benefits to continuing to use this digitial technology to assign/collect projects, for both teachers and students, however serious concerns were also raised, such as security and the importance of adequate training. This study aims to further the conversation on how instructuional technology is implimented, and how it can be used to its fullest potential in not only Japan, but around the world.

Effect of Mobile Learning Application of Electric Motor Winding Tutor on Students’ Self-Belief and Technology Acceptance Model (TAM)

Theresa Chinyere Ogbuanya, Opeyemi Munirudeen Arilesere — Tue, 28 Dec 2021 00:00:00 +0000

Electrical/electronic students are unlikely to gain employment in industry after university education because of their incompetence in winding or rewinding electric motors. One of the ways for students to acquire winding/rewinding skills during their undergraduate studies is to use a mobile application tutor. This study examined the effect of the mobile learning application of electric motor winding tutors on students’ self-belief and technology acceptance model. The Mobile Learning Model (MLM) of electric motor winding was tested with a structural equation model with 308 undergraduate students from Nigerian universities via a questionnaire. The findings show that the variables from the TAM model factors (perceived ease of use, perceived usefulness, and attitude towards mobile) had a significant effect on students' self-belief (self-efficacy, self-esteem, and self-confidence). Findings also reveal that students' self-belief variables influence their success in using mobile application tutors and, as a result, they can wind electric motors without supervision.

Effectiveness of online learning relies on the dynamic between teachers and students

Yin Yung Chiu — Mon, 27 Dec 2021 00:00:00 +0000

Since the outbreak of covid-19 pandemic, schools around the world are forced to switch from traditional face-to-face schooling to online learning. School teachers face immense stress during the process due to lack of online teaching experience and relevant training. Different research has been conducted in reviewing the effectiveness of online learning; factors such as self-efficacy and motivation of students are the two most referenced amongst research. This research argues that the delivery of knowledge online is dynamic and it relies on the efforts of both students and teachers. By integrating the typology of interactions developed by Graham (2016) and Tang (2021), this research proposes the ‘teacher-content-students dynamic’ as a tool to comprehend how teachers and students interact in an online learning environment. Using narrative analysis, the online teaching experiences during the pandemic of three secondary school teachers are reviewed. The aim of this research is to identify how the interactions between students and teachers in the virtual classroom play an important role in effective online teaching and learning. Since there lacks unified guidance regarding the implementation of online teaching, the delivery of online teaching is different in the schools where the three informants teach. Owing to this, the difficulties and challenges faced by each individual are unique, yet their narratives have coincidentally pointed to how teacher-student relationships and interactions play an extra important role in online teaching. Symbolic interactionism is used in the analysis.