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International Journal of Mobile and Blended Learning

January 2016 Volume 8, Number 1

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Table of Contents

Number of articles: 4

  1. Teaching Math to Deaf/Hard-of-Hearing (DHH) Children Using Mobile Games: Outcomes with Student and Teacher Perspectives

    Brett Shelton & Mary Parlin, Boise State University, Boise, ID, United States

    Leveraging the use of mobile devices for education, such as instructional games, is an area of increasing interest for targeted subpopulations of students including those who are deaf/hard-of... More

    pp. 1-17

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  2. What are Tutors' Experiences with Online Teaching?: A Phenomenographic Study

    Cvetanka Walter, University of Lancaster, Lancaster, United Kingdom

    This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain... More

    pp. 18-33

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  3. Fostering Collaborative Learning with Mobile Web 2.0 in Semi-Formal Settings

    Daisy Mwanza-Simwami, The Open University, Milton Keynes, United Kingdom

    Mobile Web 2.0 technologies such as: mobile apps, social networking sites and video sharing sites have become essential drivers for shaping daily activities and meeting learning needs in various... More

    pp. 34-50

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  4. Seamless Learning Environments in Higher Education with Mobile Devices and Examples

    Victoria Marín, University of the Balearic Islands, Palma de Mallorca, Spain; Päivikki Jääskelä, Department of Teacher Education, University of Jyvaskyla, Jyvaskyla, Finland; Päivi Häkkinen, Finnish Institute for Educational Research, University of Jyvaskyla, Jyvaskyla, Finland; Merja Juntunen & Helena Rasku-Puttonen, Department of Teacher Education, University of Jyvaskyla, Jyvaskyla, Finland; Mikko Vesisenaho, Agora Center, University of Jyvaskyla, Jyvaskyla, Finland

    The use of seamless learning environments that have the potential to support lifelong learning anytime and anywhere has become a reality. In this sense, many educational institutions have started... More

    pp. 51-68

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