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Showing 3 results for Mobile Learning
Volume 5, Issue 3 (9-2017)
Abstract
Aim: Type 2 diabetes is a preventable disease and can be prevented in people at risk by doing appropriate interventions and selecting new educational practices. Mobile learning is one of the modern educational techniques used for providing opportunities for the transmission of information, as well as strengthening and improving lifelong learning for learners. We aimed to investigate mobile learning impact on blood glucose control in people with type 2 diabetes referred to Ahvaz Diabetes Consultation Center.
Methods: This semi-experimental study was conducted on 60 samples selected by the random stratified sampling method. The subjects were divided into two groups: experimental group and control group. In this study, data were measured using the fasting blood sugar, DPS software and the demographic questionnaire. Before the start of the intervention, demographic profile and fasting blood sugar level were recorded in the relevant form. A designed software program was loaded on the cell phones of the experimental group. After three weeks, the blood samples were taken. Data were analyzed using the descriptive-analytical statistics tests. The significance level was considered to be less than 0.05.
Findings: The findings showed that the positive effect of implementation the training program by mobile learning method was statistically significant in the control of blood sugar in the experimental group (P<0.001).
Conclusion: Mobile learning is one of the modern educational practices that can be used to control blood glucose in people at a higher risk of type 2 diabetes. The use of educational technology can be considered as a good way to help the improvement of the health outcomes and behavior of people at risk for diabetes.
Volume 10, Issue 1 (1-2022)
Abstract
Aims: Learning health systems are healthcare systems in which awareness formation processes are inserted into daily practice to provide constant development in care. Many students have difficulty completing the health systems courses due to a lack of Higher-Order Thinking Skills (HOTS). Therefore, this study aims to improve students' HOTS using a mobile-based instructional approach.
Materials & Methods: The enhanced HOTS is measured using indicators of critical and creative thinking processes known as Bloom's taxonomy concept. Furthermore, this is experimental research with a pre-test-post-test random control group pattern and ADDIE technique to develop the mobile-based instructional Approach. The study involved 120 students who were evenly divided into the experimental class and the control class. Respondents were selected from 650 SMK students in Central Java using the random cluster sampling method.
Findings: Based on the results, this is evidenced by the ability to answer challenging questions associated with critical and creative reasons.
Conclusion: Therefore, using a mobile-based instructional Approach supports independent learning.
Hossein Bozorgian,
Volume 25, Issue 3 (6-2018)
Abstract
This study sets out to explore English as foreign language (EFL) and Iranian teachers' attitudes towards the implementation of MALL instruction. For that matter, a mixed-methods design, including questionnaires, structured interviews and observation were employed. A total of 87 EFL teachers participated in the questionnaire, which was the quantitative phase of the study. In addition, 10 EFL teachers were interviewed and their classes were observed for the qualitative phase of the study. The participant EFL teachers have been teaching at a number of universities and language-teaching institutions in Mazandaran. One-sample t-test was used to analyze the questionnaire data and the results suggested that the Iranian EFL teachers adopted moderately positive attitudes towards the implementation of MALL instruction, but the observation data indicated that most teachers preferred traditional ways of teaching English in the EFL context. At the same time, the interview data revealed that the implementation of MALL instruction in Iran is challenging due to a number of perceived barriers and obstacles. The most considerable perceived challenges to the implementation of MALL instruction comprise lack of online facilities and resources, lack of interaction in online instruction, and teachers’ limited knowledge of online instruction. The findings provide crucial insights into teachers’ attitudes towards integrating MALL into their EFL classroom instruction in Iran.
