週

日期

主題

閱讀與活動

1

09/15

Introduction

課程介紹

2

09/22

Introduction of Scopus, WOS and Knowledge Building interface

1. Scopus, WOS and Google scholar
2. Introduction of the KB interface
3. Hong, H. Y., Chai, C. S., & Tsai, C. C. (2015). College students constructing collective knowledge of natural science history in a collaborative knowledge building community. Journal of Science Education and Technology, 24(5), 549-561.

3

09/29

Mobile learning practices

1. Lai, C.-L., Hwang, G.-J., Liang, J.-C., & Tsai, C.-C. (2016). Differences between mobile learning environmental preferences of high school teachers and students in Taiwan: a structural equation model analysis. Educational Technology Research and Development. 64, 533-554.
2. Cai, S., Liu, E., Yang, Y. & Liang, J.-C. (2019). Tablet-based AR technology: Impacts on students' conceptions and approaches to learning mathematics according to their self-efficacy, British Journal of Educational Technology, 50(1), 248-263.

4

10/06

討論與報告 (一)

報告進度:

1. 學員分組。
2. 小組確認專題題目。
3. 選擇工具進行探討，進行小組討論。
4. 研究資料蒐集。

5

10/13

Systematic review for the use of mobile learning

1. Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53-64.
2. Chee, K. N., Yahaya, N., Ibrahim, N. H., & Hasan, M. N. (2017). Review of mobile learning trends 2010-2015: A meta-analysis. Journal of Educational Technology & Society, 20(2), 113-126.

6

10/20

討論與報告 (二)

報告進度:

1. 確認專題之可行性，並進行初步探究。
2. 進行專題進度報告，並進行小組討論所遇到之困難處。
3. 問題解決方法評估。

7

10/27

The effects of mobile learning on students’ metacognition

1. Ismail, N. S., Harun, J., Zakaria, M. A. Z. M., & Salleh, S. M. (2018). The effect of Mobile problem-based learning application DicScience PBL on students’ critical thinking. Thinking Skills and Creativity, 28, 177-195.
2. Efstathiou, I., Kyza, E. A., & Georgiou, Y. (2018). An inquiry-based augmented reality mobile learning approach to fostering primary school students’ historical reasoning in non-formal settings. Interactive Learning Environments, 26(1), 22-41.

8

11/03

Mobile learning for language learning

1. Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30(3-4), 284-303.
2. Elaish, M. M., Shuib, L., Ghani, N. A., Yadegaridehkordi, E., & Alaa, M. (2017). Mobile learning for English language acquisition: taxonomy, challenges, and recommendations. IEEE Access, 5, 19033-19047.

9

11/10

期中考週

期中考週

10

11/17

Comparison studies in mobile learning

1. Sun, Z., Lin, C. H., Wu, M., Zhou, J., & Luo, L. (2018). A tale of two communication tools: Discussion‐forum and mobile instant‐messaging apps in collaborative learning. British Journal of Educational Technology, 49(2), 248-261.
2. Moro, C., Štromberga, Z., & Stirling, A. (2017). Virtualisation devices for student learning: Comparison between desktop-based (Oculus Rift) and mobile-based (Gear VR) virtual reality in medical and health science education. Australasian Journal of Educational Technology, 33(6).

11

11/24

Adoption of mobile learning

1. Al-Adwan, A. S., Al-Madadha, A., & Zvirzdinaite, Z. (2018). Modeling students’ readiness to adopt mobile learning in higher education: An empirical study. International Review of Research in Open and Distributed Learning, 19(1).
2. Hamidi, H., & Chavoshi, A. (2018). Analysis of the essential factors for the adoption of mobile learning in higher education: A case study of students of the University of Technology. Telematics and Informatics, 35(4), 1053-1070.

12

12/01

討論與報告 (三)

報告進度:

1. 進行專題進度報告。
2. 進行小組討論。
3. 進行研究專題寫作 (研究工具介紹)

13

12/08

Impact of mobile learning on students’ learning performance

1. Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107, 91-99.
2. Nikou, S. A., & Economides, A. A. (2018). Mobile‐Based micro‐Learning and Assessment: Impact on learning performance and motivation of high school students. Journal of Computer Assisted Learning, 34(3), 269-278.

14

12/15

討論與報告 (四)

報告進度:

1. 完成專題之研究工具介紹，並追蹤進度與困難處。
2. 進行小組討論。
3. 進行研究專題寫作簡介 (介紹、文獻探討)。

15

12/22

Learning with mobile technologies

1. Briz-Ponce, L., Pereira, A., Carvalho, L., Juanes-Méndez, J. A., & García-Peñalvo, F. J. (2017). Learning with mobile technologies–Students’ behavior. Computers in Human Behavior, 72, 612-620.
2. Parsazadeh, N., Ali, R., & Rezaei, M. (2018). A framework for cooperative and interactive mobile learning to improve online information evaluation skills. Computers & Education, 120, 75-89.

16

12/29

The role of individual traits on mobile learning

1. Kim, H. J., Lee, J. M., & Rha, J. Y. (2017). Understanding the role of user resistance on mobile learning usage among university students. Computers & Education, 113, 108-118.
2. Almaiah, M. A., & Alismaiel, O. A. (2019). Examination of factors influencing the use of mobile learning system: An empirical study. Education and Information Technologies, 24(1), 885-909.
3. Christensen, R., & Knezek, G. (2017). Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in Human Behavior, 76, 112-121.

17

01/05

討論與報告 (五)

報告進度:

1. 完成專題實作寫作。
2. 各組或個人進行口頭報告。
3. 討論研討會投稿注意事項

18

01/12

期末考週

期末考週