The Impact of E-learning and M-Learning on Tertiary Education
Hiroyuki Obari, Kazunari Ito, Stephen Lambacher, Aoyama Gakuin University, Japan ; Yuichi Kogure, Musashino Gakuin University, Japan ; Tadayoshi Kaya, Gakushuin Women's College, Japan ; Hiroshi Furukawa, University of Tsukuba, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Mobile (M)-learning is motivating to learners to improve foreign language skills, as it offers a rich, informal, contextual, and ubiquitous learning environment. We report on the results of a study that focused on two surveys and determining if a blended-learning environment incorporating m-learning can help improve the English listening, presentation, and blogging skills of native Japanese undergraduate students at a private university in Tokyo, Japan. The blended-learning activities included three components: "iUniv" lectures, digital storytelling, and student blog activities. Pre-training and post-training CASEC scores revealed that the students adequately comprehended the iUniv lecture contents and their overall listening skills improved. Questionnaire feedback revealed the students were satisfied with and motivated by their exposure to the blended learning environment using m-learning.
Obari, H., Ito, K., Lambacher, S., Kogure, Y., Kaya, T. & Furukawa, H. (2012). The Impact of E-learning and M-Learning on Tertiary Education. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 303-312). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE).
© 2012 Association for the Advancement of Computing in Education (AACE)