Advertisement

Smart Enhanced Context-Aware for Flipped Mobile Learning: SECA-FML

  • Fatima Ezzahraa LouhabEmail author
  • Ayoub Bahnasse
  • Mohamed Talea
Conference paper
Part of the Lecture Notes in Electrical Engineering book series (LNEE, volume 532)

Abstract

Today, thanks to the development of mobile technologies, mobile learning has become widespread. New methods of mobile learning have emerged; we have heard lately by the flipped classroom. This method involves reversing the task traditionally performed in class with the task traditionally performed at home. When we talk about mobile learning, we are talking about a learner who learns in a mobile context and in different situations. Hence, the need for adapting educational content and contextual mobile learning becomes critical. Several research studies have been performed taking into account the context notion. According to our research few scientific works have been proposed taking into account the context in the flipped classroom. In this paper, we present the model of our approach, called Smart Enhanced Context-Aware for Flipped Mobile Learning: SECA-FML. This approach takes into account the different context dimensions in order to provide learners with a content format adapted to their contexts.

Keywords

Mobile learning Flipped classroom Context Context-awareness Mobile device 

References

  1. 1.
    P. Bentsen, J. Schipperijn, F.S. Jensen, Green space as classroom: Outdoor school teachers’ use, preferences and ecostrategies. Landsc. Res. 38, 561–575 (2013)CrossRefGoogle Scholar
  2. 2.
    F. Ozdamli, H. Uzunboylu, M-learning adequacy and perceptions of students and teachers in secondary schools. Br. J. Educ. Technol. 46, 159–172 (2015)CrossRefGoogle Scholar
  3. 3.
    T.H. Brown, The Role of m-Learning in the Future of e-Learning in Africa. 21st ICDE World Conference (Hong Kong, 2003), pp. 122–137Google Scholar
  4. 4.
    C.C. Weggen, T.A. Urdan, Corporate E-learning: Exploring A New Frontier (WRHAMBRECHT CO Equity Res, San Francisco, 2000)Google Scholar
  5. 5.
    Y. Liu, H. Li, C. Carlsson, Factors driving the adoption of m-learning: An empirical study. Comput. Educ. 55, 1211–1219 (2010)CrossRefGoogle Scholar
  6. 6.
    T. Chan, M. Sharples, G. Vavoula, P. Lonsdale, Educational Metadata for Mobile Learning. 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education IEEE Press (Taiwan, 2004), pp. 197–198Google Scholar
  7. 7.
    P. Mellow, The media generation: Maximise learning by getting mobile. Ascilite. 1, 469–476 (2005)Google Scholar
  8. 8.
    S.K. Sharma, F.L. Kitchens, Web services architecture for m-learning. Electron. J. E-Learn. 2, 203–216 (2004)Google Scholar
  9. 9.
    J. Bergmann, A. Sams, How the flipped classroom is radically transforming learning. Dly. Riff. 4, 1–3 (2012)Google Scholar
  10. 10.
    I.J. Chen, C.C. Chang, J.C. Yen, Effects of presentation mode on mobile language learning: A performance efficiency perspective. Australas. J. Educ. Technol. 28, 122–137 (2012)Google Scholar
  11. 11.
    C.K. Chiou, J.C. Tseng, G.J. Hwang, S. Heller, An adaptive navigation support system for conducting context-aware ubiquitous learning in museums. Comput. Educ. 55, 834–845 (2010)CrossRefGoogle Scholar
  12. 12.
    A.K. Dey, G.D. Abowd, D. Salber, A conceptual framework and a toolkit for supporting the rapid prototyping of context-aware applications. Hum. Comput. Interact. 16, 97–166 (2001)CrossRefGoogle Scholar
  13. 13.
    H. Byun, K. Cheverst, Utilizing context history to provide dynamic adaptations. Appl. Artif. Intell. 18, 533–548 (2004)CrossRefGoogle Scholar
  14. 14.
    P. Prekop, M. Burnett, Activities, context and ubiquitous computing. Comput. Commun. 26, 1168–1176 (2003)CrossRefGoogle Scholar
  15. 15.
    R.M. Gustavsen, Condor–An Application Framework for Mobility-Based Context-Aware Applications. The Workshop on Concepts and Models for Ubiquitous Computing (2002)Google Scholar
  16. 16.
    A. Kofod-Petersen, M. Mikalsen, Context: representation and reasoning. Representing and reasoning about context in a mobile environment. Revue d’Intelligence Artificielle 19, 479–498 (2005)CrossRefGoogle Scholar
  17. 17.
    B. Schilit, N. Adams, R. Want, Context-Aware Computing Applications. The First Workshop on Mobile Computing Systems and Applications (California, 1994), pp. 85–90Google Scholar
  18. 18.
    G. Chen, D. Kotz, A Survey of Context-Aware Mobile Computing Research. Technical Report TR2000-381 (Department of Computer Science, Dartmouth College, 2000)Google Scholar
  19. 19.
    A. Schmidt, M. Beigl, H.W. Gellersen, There is more to context than location. Comput. Graph. 23, 893–901 (1999)CrossRefGoogle Scholar
  20. 20.
    A. Zimmermann, A. Lorenz, R. Oppermann, An Operational Definition of Context. International and Interdisciplinary Conference on Modeling and Using Context (Denmark, 2007), pp. 558–571Google Scholar
  21. 21.
    P.H. Hung, Y.F. Lin, G.J. Hwang, Formative assessment design for PDA integrated ecology observation. Educ. Technol. Soc. 13, 33–42 (2010)Google Scholar
  22. 22.
    J.L. Shih, C.W. Chuang, G.J. Hwang, An inquiry-based mobile learning approach to enhancing social science learning effectiveness. J. Educ. Technol. Soc. 13, 50–62 (2010)Google Scholar
  23. 23.
    R. Reynolds, K. Walker, C. Speight, Web-based museum trails on PDAs for university-level design students: Design and evaluation. Comput. Educ. 55, 994–1003 (2010)CrossRefGoogle Scholar
  24. 24.
    M. Sharples, P.J. Meek, P. Rudman, G.N. Vavoula, An Evaluation of MyArtSpace: A Mobile Learning Service for School Museum Trips. 6th Annual Conference on Mobile Learning (Melbourne, 2007), pp. 238–244Google Scholar
  25. 25.
    C.K. Lo, K.F. Hew, A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Res. Pract. Technol. Enhanc. Learn. 12, 4–26 (2017)CrossRefGoogle Scholar
  26. 26.
    J. Bergmann, A. Sams, Flip Your Classroom: Reach Every Student in Every Class Every Day (International Society for Technology in Education, 2012)Google Scholar
  27. 27.
    N. Hamdan, P. McKnight, K. McKnight, K.M. Arfstrom, A white Paper Based on the literature review titled: A review of flipped learning. Flip. Learn. Netw. 1–15 (2013)Google Scholar
  28. 28.
    M.J. Lage, G.J. Platt, M. Treglia, Inverting the classroom: A gateway to creating an inclusive learning environment. J. Econ. Educ. 31, 30–43 (2000)CrossRefGoogle Scholar
  29. 29.
    G.D. Chen, P.Y. Chao, Augmenting traditional books with context-aware learning supports from online learning communities. Educ. Technol. Soc. 11, 27–40 (2008)Google Scholar
  30. 30.
    S.A. Petersen, J.K. Markiewicz, PALLAS: Personalised Language Learning on Mobile Devices. The Fifth IEEE International Conference on Wireless, Mobile, and Ubiquitous Technology in Education (IEEE Press, Beijing, 2008), pp. 52–59Google Scholar
  31. 31.
    H.M. Ghadirli, M. Rastgarpour, An adaptive and intelligent tutor by expert systems for mobile devices. ArXiv Prepr. ArXiv13044619 (2013)Google Scholar
  32. 32.
    R.A. Tortorella, S. Graf, Considering learning styles and context-awareness for mobile adaptive learning. Educ. Inf. Technol. 22, 297–315 (2017)CrossRefGoogle Scholar
  33. 33.
    R.M. Felder, L.K. Silverman, Learning and teaching styles in engineering education. Engl. Educ. 78, 674–681 (1988)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Fatima Ezzahraa Louhab
    • 1
    Email author
  • Ayoub Bahnasse
    • 1
  • Mohamed Talea
    • 1
  1. 1.LTI Laboratory, Department of Physics, Faculty of Science Ben M’SikHassan II UniversityCasablancaMorocco

Personalised recommendations