Thornton and Houser (2005) conducted a broad survey of mobile phone
usage on a Japanese university campus. This survey revealed that, despite the ergonomic
issues associated with cellular phones, students sent an average of 200 email
messages per week from their mobile phones (compared to an average of seven voice
calls). Further, these messages contained an average of 200 Japanese characters each
(about 70 English words). This phenomenon indicates students’ potential interests in
mobile learning.
Thorton and Houser then assembled 44 female English as a Foreign Language (EFL)
learners. They sent three short text messages containing practice exercises to the learners
at predefined times (9:00 a.m., 12:00 p.m. and 5:00 p.m.). The majority of students
reported reading all three text messages at once, usually during their commute or
during other types of down time. They integrated a valuable learning experience into
their daily routine through the use of mobile phones. In addition, the researchers
conducted an experiment to compare the efficacy of mobile message exercises to that of
paper exercises. They distributed exercises to one group of students via a series of
cellular phone messages, and then distributed printed handouts of the same exercises to
another group of students. The final scores show that the mobile learners did better on
exams. The researchers account for this difference by asserting that students who
received cellular messages were ‘prodded’ into studying more often than those with
paper handouts. In this case, ‘pushing’ educational materials to students produced
results.
感想: 行動學習可以讓學習者從被動到主動學習 從只是下載 轉變成主動完成任務
另一方面是學習內容以前都是一整各單元為主 如果可以少量學習且持續 成效更好
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