ELECTRONIC AND MOBILE LEARNING International Seminar Proceedings

  

ELECTRONIC AND MOBILE LEARNING

International Seminar Proceedings

International Seminar on Electronic & Mobile Learning

8 August, 2016

  

International Research Clinic and Electronic & Mobile Learning

Seminar in Educational Technology

Editors:

  Basuki Wibawa Seipah Kardipah

  Edy Mastoni Published by:

  

Postgraduate Program

Universitas Negeri Jakarta

  Host: Postgraduate Program, Universitas Negeri Jakarta Steering Committee: Basuki WIbawa Organizing Committee: Todo Simamarta: Chair Fauzi Bakri: Co-Chair Halimatus Syakdiyah; Leni Pebriantika: Administrative Assistant Hesti Kusumaningrum; Siti Fatimah; Tin Gustina: Program Chairs Edi Wahyu Wibowo: Webmaster Editors: Basuki WIbawa Seipah Kardipah Edy Mastoni

ISBN 978-602-73030-1-0

  Published by:

  Postgraduate Program, Universitas Negeri Jakarta

  Kampus Universitas Negeri Jakarta, Jalan Rawamangun Muka, Jakarta 13220, Indonesia Telp. (021) 4721340, Fax (021) 4897047, website: http://www.pps.unj.ac.id, e-mail: tu.pps@unj.ac.id

  Foreword

  The role of Educational Technology in teaching is great importance because of the use of Information and communication technologies; therefore it needs continuous research to meet dynamics needs in rapid change environment recently. International research clinic and E&M Seminar in Educational Technology was a two days’ workshop and seminars schedule to meet those needs.

  Proceedings have been prepared for papers of the keynote speaker, facilitators, and all presenters who have participated in this seminar. In accordance with the title of the seminar an outline of the paper in these proceedings can be grouped on seven topics, namely: Electronic & Mobile (E&M) Learning Design, Electronic & Mobile (E&M) Learning Development, Electronic & Mobile (E&M) Learning Implementation and Management, Electronic & Mobile (E&M) Learning Evaluation, Electronic & Mobile (E&M) Learning Program in Practice, and Trends, Issues in e-Learning Research for Education and Training, and Teaching and Learning Research in Education and Training. Papers were written by various agencies and groups such as lecturers, teachers, researchers, practitioners and observers with a lot of interest in education in Indonesia.

  Finally, we realized that these proceedings are far from perfect. To that end, advice and input from all parties is expected to make improvements forward. Finally, we hope that these proceedings may give a significant contribution to improving the quality of education and dissemination of knowledge.

  The Organizing Committee of IRCEMLSET i

  TABLE OF CONTENT FOREWORD ............................................................................................................... i

  ELECTRONIC, MOBILE AND UBIQUITOUS LEARNING IN HIGHER EDUCATION Basuki Wibawa .......................................................................................................... 1 AN IDEA INSTRUCTIONAL STRATEGYFOR INCLUSIVE EDUCATION Rusmono .................................................................................................................... 25

  

ELECTRONIC & MOBILE LEARNING DESIGN ............................................... 35

M-LEARNING DESIGN: INTEGRATION DISCOVERY LEARNING METHOD IN MOBILE APPLICATION

  Heni Rita Susila .......................................................................................................... 37

  HUMAN RESOURCE NEEDS ANALYSIS FOR MANAGER OF MOBILE LEARNING

  Dian Syafitri Chani Saputri ........................................................................................ 42

  STUDY ON MAPPING OF QUALIFICATION, OCCUPATION AND COMPETENCEIN ONLINE EDUCATION

  Surono ........................................................................................................................ 51

  UBIQUITOUS LEARNING INFRASTRUCTURE DESIGN BASED ON MOODLE FOR HOME SCHOOL LEARNING PROCESS

  Heni Jusuf ................................................................................................................... 74

  INSTRUCTIONAL DESIGN ALGORITHMS AND PROGRAMMING BASED

  MOBILE LEARNING Ade Hastuty ............................................................................................................... 80

  DESIGN E-LEARNING INFRASTRUCTURE BASED ON OBJECT ORIENTED MODULAR DYNAMIC LEARNING ENVIRONMENT AS AN EFFORT TO HELP STUDENTS AND TEACHERS IN LEARNING PROCESS HOMESCHOOLING

  Ariana Azimah and Heni Jusuf .................................................................................. 89

  INSTRUCTIONAL MODEL NEEDS ANALYSIS BASED ON E-LEARNING

  Zul Anwar and Hastuti Diah Ekawati ........................................................................ 96

  DESIGN OF E-LEARNING INFRASTRUCTURE TECHNOLOGY TO SUPPORT LEARNING WITH COMPETENCY-BASED CURRICULUM

  Lucia Sri Istiyowati .................................................................................................... 100 ii

  DESIGN E-LEARNING TO IMPROVE STUDENT LEARNING INTEREST AIKOM TERNATE

  Muhammad Ridha Albaar ........................................................................................... 113

  DESIGNING CBT THROUGH A STRUCTURED APPROACH FOR ACCEPTANCE OF NEW STUDENTS IN HIGHER EDUCATION

  Deni Darmawan, Erwin Harahap, and Andri Suryadi ................................................ 119

  DESIGNING AND IMPLEMENTATION OF MOODLE BASED E-LEARNING IN THE FIELD OF RENEWABLE ENERGY

  T. Simarmata ............................................................................................................... 137

  

ELECTRONIC & MOBILE LEARNING DEVELOPMENT .................................. 145

DESIGN INSTRUCTIONAL MOBILE LEARNING DEVELOPMENT

  Norita Sinaga .............................................................................................................. 147

  THE DEVELOPMENT OF CURRICULUM ASPECTS

  Dwi Yulianti, Herpratiwi, and Agustina Ellyana ........................................................ 153

  E-LEARNING IMPLEMENTATION IN THE RELIGIOUS HIGHER EDUCATION WITHIN THE DIRECTORATE GENERAL OF ISLAMIC EDUCATION MINISTRY OF RELIGIOUS AFFAIRS OF THE REPUBLIC OF INDONESIA

  Hesti Kusumaningrum ................................................................................................ 159

  PROFESSIONAL EDUCATION DEVELOPMENT TO BE MOBILE LEARNING FOR COMPETENCE AND INDEPENDENCE STUDENTS

  Nurliani Siregar .......................................................................................................... 165

  DEVELOPMENT OF ELABORATION MODEL-BASED MATHEMATICS MODULE

  IN IMPROVING THE LEARNING ACHIEVEMENT OF GRADE IV STUDENTS OF ELEMENTARY SCHOOL

  Hamzah B. Uno, Rustam I. Husain, and Hais Lamatenggo ........................................ 172

  DEVELOPMENT OF TEACHING AND LEARNING ELECTRONIC SYSTEM FOR PHYSICS LESSON

  Fauzi Bakri .................................................................................................................. 180

  MODEL OF MANAGEMENT DEVELOPMENT E-LEARNING IN VOCATIONAL COLLEGES

  Sriasih ......................................................................................................................... 184

  ELECTRONIC & MOBILE LEARNING IN PRACTICE PROGRAM:

  DEVELOPMENT AND ADVANCED Siti Fatimah ................................................................................................................. 192

  DEVELOPMENT OF MOBILE LEARNING BASED ON ANDROID

  Aminah ....................................................................................................................... 198 iii

  M-LEARNING DEVELOPMENT PROGRAM EARLY CHILDHOOD EDUCATION 4-5 AGED YEARS

  Luluk Asmawati ......................................................................................................... 202

  A STUDY ON INDEPENDENT LEARNING MATERIAL AS AN ISLAMIC MODULE STUDY MODEL WITH A VIEW OF DERADICALIZATION OF RELIGIOUS UNDERSTANDING TO PREVENT RADICALISM AT SCHOOLS

  Susanto ....................................................................................................................... 209

  DEVELOPMENT OF WEB-BASED TEACHING MATERIALS BY USING ADOBE DREAMWEAVER CS APPLICATIONS ON EVALUATION COURSE AT FIFTH SEMESTER IN EDUCATIONAL TECHNOLOGY PROGRAM

  Yelmi Yunarti ............................................................................................................ 216

  ELECTRONIC & MOBILE LEARNING IMPLEMENTATION AND

MANAGEMENT ........................................................................................................ 219

  USE OF MOBILE MULTIMEDIA BASED GRAPHICAL USER INTERFACE (GUI)

  IN LEARNING

  Chandra Anugrah Putra ............................................................................................. 221

  THE EFFECTIVENESS OF MULTIMEDIA LEARNING IN THE COURSE ANDRAGOGY

  Siti Muyaroah ............................................................................................................ 227

  NEEDS ASSESSMENT FOR ICT BASED LEARNING SMK IN GARUT

  Iman Nasrulloh and Ali Ismail ................................................................................... 230

  IMPLEMENTATION OF WEB 3.0 TO CREATING ONLINE MARKETING TOOLS IN LEARNING ENTREPRENEURSHIP

  Edi Wahyu Wibowo ................................................................................................... 240

  THE ECOSYSTEM FRAMEWORK FOR U-LEARNING IMPLEMENTATION THROUGH COURSEWARE DEVELOPMENT AND MANAGEMENT

  Richardus Eko Indrajit ............................................................................................... 245

  INFORMATION TECHNOLOGY INFRASTRUCTURE SERVICES SUPPORTED E- LEARNING SYSTEM

  Pratiwi ........................................................................................................................ 256

  E-LEARNING IN SUPPORT OF LEARNING EFFECTIVENESS IN CAMPUS

  Agnes Novita Ida S .................................................................................................... 262

  HUMAN RESOURCE MANAGEMENT THROUGH TRAINING AND COMPETENCE ENHANCEMENT LECTURER ON E-LEARNING

  IMPLEMENTATION AT UNIVERSITY

  Dwinita Arwidiyarti ................................................................................................... 268 iv

  STRATEGIC MANAGEMENT IN DEVELOPING CERTIFICATION ONLINE

  Muhamad Fauzi .......................................................................................................... 275

  INFRASTRUCTURE MANAGEMENT M-LEARNING USING LEARNING TECHNOLOGY SYSTEMS ARCHITECTURE

  Karya Gunawan .......................................................................................................... 284

  OPERATIONAL MANAGEMENT ON E-LEARNING IMPLEMENTATION AT UNIVERSITY

  Muhammad Multazam ................................................................................................ 293

  INSTRUCTIONAL INTERVENTION STRATEGIES FOR HUMAN RESOURCE TO

  IMPROVE PERFORMANCE IN THE ORGANIZATION OF ONLINE LEARNING AT STMIK BANJARBARU

  Ruliah .......................................................................................................................... 303

  IMPLEMENTATION STRATEGY OF E-LEARNING BASED EDUCATION

  IN ATMAJAYA INDONESIA CATHOLIC UNIVERSITY Yunus Widjaja ............................................................................................................ 312

  USE OF MULTIMEDIA LEARNING BY TEACHER

  IN SMP NEGERI 1 BELITANG MULYA OKUT Joko Kuswanto ............................................................................................................ 317

  IMPLEMENTATION OF E-LEARNING IN LEARNING

Nurhasanah ............................................................................................................................. 322

STRATEGY MANAGEMENT OF E-LEARNING IMPLEMENTATION IN CORPORATE UNIVERSITY

  Carlia Isneniwati ......................................................................................................... 328

  IMPLEMENTATION OF MOBILE LEARNING IN THE DEVELOPING COUNTRIES

  Leni Pebriantika .......................................................................................................... 335

  FINANCING FACTOR IN IMPLEMENTING INTERVENTION-BASED LEARNING, MOBILE LEARNING IN HIGHER EDUCATION

  Rangga Firdaus ........................................................................................................... 340

  MOBILE LEARNING IN PERSPECTIVE OF THE MULTI-FUNCTION APPROACH

  Marliza Oktapiani ....................................................................................................... 346

  

ELECTRONIC & MOBILE LEARNING EVALUATION ..................................... 357

EVALUATION OF E-LEARNING MULTIMEDIA

  Anthony Anggrawan ................................................................................................... 359 v

  E-LEARNING IMPLEMENTATION QUALITY GUARANTY THROUGH OF ASSESSMENT AND EVALUATION

  Yuniar Purwanti ......................................................................................................... 369

  CONTENT EVALUATION OF MOBILE LEARNING

  Juhaidatur Rahmi ....................................................................................................... 373

  THE EVALUATION ASPECTS IN THE E-LEARNINGDEVELOPMENT

  Edy Mastoni ............................................................................................................... 377

  AN EVALUATION OF MOBILE LEARNING

  Titi Prihatin ................................................................................................................ 382

  

ELECTRONIC & MOBILE LEARNING PROGRAM IN PRACTICE .............. 389

COOPERATIVE LEARNING WITH HARNESSING

  SOCIAL NETWORK SITE FACEBOOK FOR SPEAKING COURSE IN BLENDED LEARNING

  ENVIRONMENT

  Jamridafrizal .............................................................................................................. 391 THE IMPLEMENTATION OF QUALITY CONTROL IN IMPROVING THE QUALITY OF EDUCATION THROUGH E-LEARNING Maspaeni .................................................................................................................... 400

  HUMAN RESOURCE DEVELOPMENT PLANNING IN DISTANCE LEARNING SERVICES (CASE STUDY PANCASILA UNIVERSITY)

  Andiani ...................................................................................................................... 410

  DISTANCE LEARNING BASED E-LEARNING OPERATIONAL MODEL FOR STUDENTS NON-REGULAR (CASE STUDY ON STMIK BANJARBARU)

  Bahar .......................................................................................................................... 417

  MOBILE LEARNING IN TEACHER EDUCATION PROGRAM

  Lukman Nulhakim ..................................................................................................... 424

  THE IMPLEMENTATION OF EDUCATIONAL TECHNOLOGY IN IKPIA PERBANAS JAKARTA (THE IMPLEMENTATION OF DISTANCE LEARNING/E- LEARNING READINESS)

  Armada Hadi .............................................................................................................. 429

  CHARACTER LEARNING MODEL BASED E-LEARNING FOR CHILDHOOD IN ROUDHOTUL ATFAL ALL AROUND KOTA SEMARANG

  Nurussa’adah ............................................................................................................. 436 vi

  MOBILE LEARNING FOR EMERGENCY LEARNING, OPTIMIZE LEARNING

  IN DISASTER AREA Sugiharto, DYP and Rafika Bayu Kusumandari ........................................................ 441

  EFFECTIVENESS CHARACTER EDUCATION BASED E-LEARNING AND MULTIPLE INTELLIGENCE AT THE EARLY CHILDHOOD IN CENTRAL

  JAVA Rafika Bayu Kusumandari and Istyarini ..................................................................... 446

  TRENDS AND ISSUES IN E-LEARNING RESEARCH FOR EDUCATION

AND TRAINING .............................................................................................................453

  TRENDS AND ISSUES OF E-LEARNING 2.0 RESEARCH FROM FORMAL TO INFORMAL NEW EDUCATION AND TRAINING

  Syarifah .......................................................................................................................455

  TRENDS AND ISSUES IN E & M LEARNING RESEARCH FOR EDUCATION: ANDROID BASED VIRTUAL LABORATORY OF CHEMICAL EDUCATION

  Halimatus Syakdiyah ..................................................................................................461

  THE CONNECTION OF USING E-LEARNING (WEB CENTRIC COURSE) WITH STUDENT COMPREHENSION IN LEARNING IPA TERPADU

  Taufik Ridwan ............................................................................................................468

  TEACHING AND LEARNING RESEARCH IN EDUCATION AND

TRAINING ......................................................................................................................475

  INFLUENCE MODEL TYPE COOPERATIVE LEARNING JIGSAW ON LEARNING OUTCOMES IN PHYSICS CLASS X SMA STATE LESSON 2 LUBUKLINGGAU YEAR 2014/2015

  Endang Lovisia and Lia Ningsih ................................................................................. 477

  PERFORMANCE-BASED BUDGET MANAGEMENT AND REPOSITIONING ON THE CENTER OF EDUCATION AND TRAINING OF THE MINISTRY OF

  INDUSTRY AND THE NATIONAL SYSTEMOF VOCATIONAL TRAINING OF THE MINISTRY OF MANPOWER AND TRANSMIGRATION

  Sunyoto ....................................................................................................................... 486

  INFLUENCE MODEL TYPE COOPERATIVE LEARNING TEAM ASSISTED

  INDIVIDUALIZATION (TAI) LEARNING OUTCOMES OF PHYSICS CLASS X SMA STATE 7 LUBUKLINGGAU LESSONS YEAR 2015/2016

  Ovilia Putri Utami Gumay and Shelly Hardianti ........................................................ 496 vii

  BLENDED LEARNING IMPLEMENTATION STRATEGY FOR MINISTERIAL AND GOVERNMENT AGENCIES TRAINING CENTER

  Victor J. Pratana ......................................................................................................... 502

  RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE WITH THE ACHIEVEMENT OF PHYSICS CLASS X MA AL-MUHAJIRIN TUGUMULYO LESSONS YEAR 2014/2015

  Tri Ariani and Fadilla Salmawati ............................................................................... 508

  REMEDIATION OF MISCONCEPTION MOMENTUM AND IMPULSE WITH 5E LEARNING CYCLE APPROACH

  Yaspin Yolanda ......................................................................................................... 518

  ANALYSIS OF STUDENTS IN LEARNING DIFFICULTIES IN CLASS VIII IPA SMP STATE IN LESSON 9 LUBUKLINGGAU YEAR 2015/2016

  Leo Charli and Dita Triana Dewi ............................................................................... 524

  ANALYSIS MISCONCEPTIONS ON MATERIAL TEMPERATURE AND HEATUSING MULTIPLE CHOICE TEST WITH OPEN REASONING CERTAINTY OF RESPONSE INDEX (CRI) IN CLASS XSMAN 2 LUBUKLINGGAU 2013/2014

  Wahyu Arini and Sarli Kinanti .................................................................................. 534

  THE LEARNING MODEL OF VOLLEYBALL UNDER SERVICE FOR JUNIOR HIGH SCHOOL AGE

  Sri Nuraini and Rudi .................................................................................................. 547

  TRAINING AND DEVELOPMENT AS AN EFFORT TO REDUCE EMPLOYEE ATTRITION RATE IN A MULTINATIONAL IT COMPANY

  Seipah Kardipah ......................................................................................................... 557

  HEALTH EDUCATION AND APPLICATION PATTERN HEALTHY LIFE TO HEALTH OPTIMUM

  Tin Gustina ................................................................................................................ 563

  THE PLAY STRATEGIES TO IMPROVE THE SHOOT SIDEWAYS STYLE (ORTHODOKS) LEARNING OUTCOMES (ACTION RESEARCH IN SMPN I SUKABUMI)

  Taufik Rihatno and Eti Suaeti .................................................................................... 568 viii

  ELECTRONIC AND MOBILE LEARNING International Seminar Proceedings

  1

ELECTRONIC, MOBILE AND UBIQUITOUS LEARNING IN HIGHER

  

EDUCATION

_{1 1} Basuki Wibawa

Post Graduate Program, Universitas Negeri Jakarta

₁

bwibawa@unj.ac.id

_st

Abstract

21 century declared to be the age of information and communication technology.

  

Education has been completely revolutionised through the introduction of computers and the

internet; students are not only able to access a wealth of information across the World Wide

Web, but can also communicate with teachers and others, thus providing an effective and

enjoyable learning experience and personalized learning. But how has the technology

developed from original computer assisted learning systems, through to new and innovative

smart learning environments.

  This is the time when more people everywhere are involved in acquiring new

knowledge and skills. We can not work in the society without on-line technology. Electronic

Learning is a subset of Distance Learning and Mobile Learning is a Subset of E-learning. E-

learning and M- learning have become extremely important buzz words of the educational

technological revolution. The advancement of computing and communication technologies

have promoted the learning paradigms from conventional learning to electronic learning (e-

learning), from electronic learning to mobile learning (m-learning) and now it is evolving to

ubiquitous learning (u-learning). This present paper was based on secondary sources of data

highlighting the comparison of concept; characteristics; similarities and differences; Research

Focus and Instructional Design Model in U-Learning

Key Words: e-Learning, m-Learning, u-Learning, Instructional Design and Research Focus.

  INTRODUCTION

  The first mechanical system to be associated with learning was developed back in the early 1920s by an educational psychology professor at Ohio State University. The Pressey Testing Machine developed by Professor Sidney L. Pressey aimed to provide a drill and practice learning system. The system was similar to the design of a typewriter with a display showing a question and number of answers. The user pressed the key corresponding to the answer and the machine recorded the answer. The tester was then able to check the answers and provide feedback. Pressey noted that “teaching machines are unique among instructional aids, in that the student not merely passively listen, watches, or reads but actively responds.” The next main breakthrough came with the introduction of Computer Assisted Instruction at Stanford University during the 1960’s and with the term e

• learning. Introduction of mobile learning came in the 1970’s with the concept of the Dynabook. Proposed by Alan Kay and the Learning Research Group at Xerox Palo Alto Research Center, the Dynabook was to be a book-sized computer that through the use of bespoke applications would assist learning. However this concept was never developed into a working system.

  In early 1988, Mark Weiser of Xerox Corporation began to study ubiquitous computing. He explored the concept of non- obtrusive user interfaces that are able to deliver vast amounts of information, stating in the long run “personal computers and workstations will become practically obsolete because computing access will be

2 International Seminar on Electronic & Mobile Learning, 8 August, 2016

  everywhere” (Weiser, 1993). From this point forward ubiquitous computing came to the forefront of science and technology research, and with the development of communication technologies came the educational concept of ubiquitous learning (Song, 2008).

LITERATURE REVIEW

  UNESCO gives high priority to the use of information and communication technologies (ICT) for expanding access to quality education. Dakar Framework for Action states that the potential of ICT should be used to help achieve EFA goals. According to the Medium-Term Strategy of the UNESCO Institute for Information Technologies in Education (IITE), “ICTs can expand access and enhance the quality of education. Monitoring progress, understanding results, but also learning by doing, are all essential to advancement” (UNESCO IITE, 2010). Majority of UNESCO Member States recognize ICT as the catalyst for educational reform and innovation leading to the increase of knowledge and information accessibility, the revision of curriculum to meet the new demands of future education, teacher development, social inclusion, and further raising the quality of education.

  Rapid development of information technology helps to drive knowledge and information-based society. How to define knowledge and information-based society and what kind of trends can be expected in terms of change? In knowledge and information-based society, a new economic principle directs the society: knowledge is considered more important than any other property; knowledge and information prompt tougher competition than ever before.

  Demands associated with social change lead education reform. Education must be able to respond to social changes and ensure adequate training of human resources to satisfy the demands of the changing society. No matter how hard we try to prepare for such changes, nobody can fully anticipate or predict changes to come. In order to solve the education-related problems and to respond to the new demands of the changing society, there is a need for reforming school education and the educational system on the whole. ICT use in education and e-Learning as one of its components are one of the best ways to expand educational opportunity so that students and citizens can be satisfied with education.

  E-learning plays an important role in the educational growth of any nation. It also offers opportunities for developing nations to enhance their educational development. It can also plays a critical role in preparing a new generation of

  st

  teachers, as well as upgrading the skills of the existing teaching force to use 21 century tools and pedagogies for learning. So it is the changing trend in education. The modern technologies particularly the internet made education no longer limited to the four walls of the class room. E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked or not serve as specific media to implement the learning process.

  The term will still most likely be utilized to reference out-of classroom and in- classroom educational experiences via technology, even as advances continue in regard to devices and curriculum.

  Mobile learning combines E-learning and mobile computing. Mobile learning is sometimes considered merely an extension of E-learning, but quality M-learning can only be delivered with an awareness of the special limitations and benefits of

  International Research Clinic and E&M Learning Seminar in Educational Technology

  ELECTRONIC AND MOBILE LEARNING NING International Seminar Proceedings

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  mobile devices. Mobile learning ha has the benefits of mobility and its supporting platform. M-learning is a means to to enhance the broader learning experience. M- learning is a powerful method for eng ngaging learners on their own terms.

  Though there are some diffe fferences lies between E-learning and M-learning, 
 
 they are closely related. M-learning is ng is a sub-set of E-learning. 
M- Learning has been identified as a new stage of distance nce and e-learning. However, m-learning is more than using mobile technologies to a o access information and a potential solution to global demands for more access to e to education, m-learning represents a challenge to conventional education practices. S . Some of these challenges are explored in this critical meta- analysis of mobile lear earning research on the acceptance, readiness, and use of mobile digital devices for le r learning in higher education. According to the United Nations Educational there e are currently over six billion mobile phone subscriptions worldwide, and for eve every one person who accesses the internet from a computer s/he does so from a mobile obile device. Their relationships are diagrammatically given below:

  Figure 1

  : Perspective of Lea earning Paradigm (Georgiev, et al., 2004)

4 International Seminar on Electr ectronic & Mobile Learning, 8 August, 2016

  Figure 2:

  Relationship of E, M and Fle nd Flexible Learning (Low and O’Connell, 2006)

  Mobile technology in word open open various ways for new educational technologies aimed at fulfilling the country’ ry’s educational needs. There are various ways to use mobile phones for enhancing lea learning. Mobile phone plays an important role in our day-to-day lives in various purpos rposes. One of the important purposes is learning. Mobile learning, as a novel educa ucational approach, encourages flexibility; students do not need to be a specific age, ge , gender, or member of a specific group or geography, to participate in learning opport opportunities. Restrictions of time, space and place have been lifted.

  

Figure 3: Pictorial Representation of Rela elation between E, M and U- Learning

International Research Clinic and E d E&M Learning Seminar in Educational Technology

  ELECTRONIC AND MOBILE LEARNING International Seminar Proceedings

  5 Electronic (E) Learning

  During the 1960s professors from Stanford University started experimenting with the use of computers, for teaching maths and reading to young children in schools. The experiment was devised to see whether introducing students to basic mathematical concepts at high school improved their ability to learn when they progressed to college. This study was deemed a success, so was expanded to see whether it was possible to improve a student’s mathematical achievement before entering high school. Professor Patrick Suppes (1969) was at the forefront of this study, and in the spring of 1965 he introduced the concept of Computer-Assisted Instruction, one of the first attempts at what we now know as e-learning.

  By the end of the project, Suppes believed computer assisted instruction would be an integral part of the teaching and learning experience. He said it would become an essential part of the teaching programme and would be as important as a text book.

  Original e-learning systems, aimed to provide a similar experience to that of a teacher transferring knowledge to the pupil. This main theory then evolved, through research and new systems, to the concept of Computer Supported Collaborative Learning (CSCL). CSCL shifted the emphasis from isolated independent learning, to state-of-the-art systems providing a communication framework for multi-pupil learning experiences (Stahl, 2006). The next real step towards e-learning was by Professor William D. Graziadei of the State University of New York in 1993. Graziadei’s study; Building Asynchronous and Synchronous Teaching-Learning Environments, was based around the concept of “universal access to the content anywhere anytime”. With technology advancing at a tremendous rate, Graziadei wanted to deploy a simple system that would allow course material to be accessed via the internet, and in 1997 he published an article describing the concept of his course management system. A year after Graziadei’s idea for the course management system came another project from Stanford University, which saw the introduction of E- folios. E-folios are a collection of artefacts that portray the learning experiences of the user. This can include original course/lecture material as well as material based around the individual students learning experience E-folios can be viewed as the first real step towards ubiquitous computing. The E-folio system allowed users to have a private knowledge base, stored electronically which could be accessed from anywhere with a network connection to the system. The overall system would create an infinite knowledge base of both individual and shared material. This new concept completely changed the aim of e- learning from being solely in the class room to being anywhere, ubiquitous. E-folios became a huge part of e-learning. In 2006; Christopher Murray, University of Leeds and Neil Current, University of Bradford undertook a project looking into E-folios and their success (Murray, 2006). This project, titled the ELP project, aimed to evaluate E-folios at key stages of the “Student Lifecycle Model”. Murray and Currant also noted that E-folios were at the time aimed at a particular age group or learning stage, so wondered whether it was possible for one system to support lifelong learning. Murray and Currant’s project studied t he use of E-folios by 3 different groups of students; Further Education students applying to university, undergraduate nurses/doctors in their initial years of work based training, and people in the

6 International Seminar on Electronic & Mobile Learning, 8 August, 2016

  workplace. Murray and Currant’s study clearly demonstrate s the key advantages of e- learning systems. The main emphasis on this 
project was user engagement. Without positive user engagement, e-learning systems will be seen as just another part of schooling; as opposed to a fun and beneficial learning experience. Learning technologies have evolved significantly as the technology industry advances; from the initial use of mainframe based systems, right through to web based systems. However this evolution has not introduced a new pedagogical methodology for teaching.

  E-learning is the acquisition and use of knowledge distributed and facilitated primarily by electronic means. It may include the use of web-based teaching materials and hypermedia in general, multimedia CD-ROMs, websites, discussion boards, collaborative software, e-mail, blogs, wikis, test chat, computer aided assessment, educational animation, simulations, games, learning management software, electronic voting systems and more, with possibly a combination of different methods being used. E-learning is an approach to facilitate and enhance learning through and based on both computer and communication Technology. It is used to support distance learning through the use of WANS (Wide Area Net Workers), and may also be considered to be a form of flexible learning where learning is possible in no time. E- learning is also called ‘online learning’. It is developed to apply information technology skills to education getting connected to the internet or any network is essential for E-learning. E-learning is a general term used to refer to computer- enhanced or technology enhanced learning. E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face to face teaching, in which case the term blended learning is commonly used. E-learning is a means of education that incorporates self-motivation, communication, efficiency, and technology. It is a flexible term used to describing a means of teaching through technology. E-learning means sharing knowledge using technology, computer and network-enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer- based learning, virtual classroom and digital collaboration. Content is delivered via Internet, intranet/extranet, wireless telephonic, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio. It is the use of the Internet and related technologies for the development, distribution and enhancement of learning resources. This form of learning currently depends on networks and computers, but will likely evolve into systems consisting of a variety of channels (e.g., wireless, satellite), and technologies (e.g., cellular phones, personal digital assistants) as they are developed and adopted. E-learning can take the form of courses as well as modules and smaller learning objects. E-learning may incorporate synchronous or asynchronous access and may be distributed geographically with varied limits of time.

  So there are some other definitions of E-learning which are as follows:
(1) E- learning is instruction that is delivered electronically, in part or wholly – via a Web browser, through the Internet or an intranet, or through multimedia platforms such as CD-ROM or DVD (Hall, 1997); (2) E-learning is a structured, purposeful use of electronic system or computer in support of the learning process (Allen, 2003); (3) E- learning covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes delivering content via the Internet, intranet/extranet (LAN/WAN), audio and

  International Research Clinic and E&M Learning Seminar in Educational Technology

  ELECTRONIC AND MOBILE LEARNING NING International Seminar Proceedings

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  videotape, satellite broadcast, interac ractive TV, and CD-ROM (ASTD, 2001); (4) E- learning is training delivered on a a computer (including CD-ROM, Internet, or intranet) that is designed to support indi t individual learning or organizational performance 
 
 goals (Clark and Mayer, 2003). 
 There are some important cha characteristics of E-learning mentioned below: (1)

  E-learning is pedagogy empowered d by digital technology; (2) E-learning is a term which is used to refer computer enha nhanced learning; (3) E-learning includes all types 
 
 of technology enhanced learning (TE (TEL), where 
technology is used to support the learning process; (4) Use of E-learn arning is generally confined to “on -line learning” 
 
 carried out through the 
Internet or t or Web-based technology, with no face-to-face interaction; (4) E-learning conveys br s broader meaning than the terms CBL (Computer 
 
 based 
learning) and CAI (Compute puter assisted instruction); (5) E-learning is broader 
 
 in its meaning that they conveyed thr d through the simple 
terms like “on-line learning” or “on -line education”; (7) Not synony nonymous to audio -visual and multimedia learning. E-learning should not be considered ed as synonymous to audio- visual learning, multi- media learning, distance education or on or distance learning. Although the audio-visual and multimedia technology and dis distance education programmes are based on the Internet and Web services provided thr d through the computers, yet these are not identical but complementary; (7) Confined to W to Web-based and Internet-based learning: The use of the term E-learning should be be confined to the type of learning carried out, supported or facilitated through We eb enhanced instruction and the Internet based communications like e-mail, audio a o and video conferencing, mail list, live chats and telephony; (8) Exclusion of non-Inter nternet and non-Web technology: All types of non- Internet and non-Web technology are re not included in E-learning.

  Figure 4

  : Research Tre rend in Online Learning 1995 - 2015

  Mobile (M) Learning

  M-learning is extremely hard hard to classify, mainly due to the ever advancing mobile technology industry. There re are two common approaches to implementing mobile learning environments. The fi he first, and notably most simple, is the introduction of web based electronic learning. As s the internet advances into wireless technologies, mobile devices are able to view and and download content over wireless connections; now e-learning simply becomes m-le -learning. The second approach to mobile learning

8 International Seminar on Electronic & Mobile Learning, 8 August, 2016

  addresses the concepts of location-dependent and situation-dependant learning. Through the use of m-learning, education can continue outside the classroom (on location), giving the student a greater and more advanced learning experience. M- learning can be used to support and solidify students learning, providing a different style of teaching and learning to that of normal worksheet activities. It can also be an extremely valuable tool for students with special needs providing an in depth and tailored learning experience.

  There are also many challenges from a technology point of view, ranging from the physical device to content delivery. Major problems for mobile learning devices include; battery life, mobile and wireless connectivity, the file formats supported by specific devices and physical device screen size.

  Mobile learning, sometimes called M-learning, is learning accomplished with the use of small, portable computing devices. These computing devices may include: smart phones, personal digital assistants (PDAs) and similar handheld devices. There is some debate on the inclusion of tablet and laptop computers. Often, wireless two- way internet connection is assumed as an integral component. Mobile learning refers

  

to the use of mobile or wireless devices for the purpose of learning while on the

move. Typical examples of the devices used for mobile learning include cell phones,

smart phones, palmtops, and handheld computers; tablet PCs, laptops, and personal

media players can also fall within this scope. M-learning is the idea that a student can

  learn from any place at any time using portable learning devices. M-learning or ‘mobile learning’ is any sort of learning that takes advantages of learning opportunities offered by mobile technologies. 


  So there are some other definitions of M-learning which are as follow: (1) Mobile learning is learning through mobile computational devices” (Quinn , 2000); (2) M- learning is not just electronic, it’s mobile (Shepherd, 2001); (3) mobile learning educational process can be considered as any learning and teaching activity that is possible through mobile tools or in settings where mobile equipment is available (Colazzo, Ronchetti, Trifonova, and Molinari, 2003); (4) M-learning provides the potential to provide the right information to right people at the any time and any place using portable learning devices. Thus the M-learning can be summarized in a single statement – “deliverance of education or any learning via any portable devices (Ally, 2009)