基于手机媒体的大学生移动学习资源需求调查与设计研究
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摘要
移动学习资源建设对于移动学习的发展有着重要意义。手机媒体不但为移动学习提供了重要的终端设备,而且因其自身的特点也对移动学习资源建设提出了新的要求。基于对国内外移动学习与移动学习资源建设相关研究现状的梳理,本文特别设计了调查问卷从以下几个方面了解大学生对基于手机媒体的移动学习资源的需求现状:(1)大学生使用手机媒体的基本情况;(2)大学生对利用手机媒体获取移动学习资源的基本态度;(3)大学生对基于手机媒体的移动学习资源种类的需求;(4)大学生对基于手机媒体的移动学习资源表现形式的需求;以及(5)影响大学生利用基于手机媒体的移动学习资源的主要因素。调查发现:多数大学生具有利用基于手机媒体的移动学习资源的基本条件;大学生期望基于手机媒体的移动学习资源具有多样性;资源自身的功能特性影响大学生对基于手机媒体的移动学习资源的利用;经济因素影响大学生对基于手机媒体的移动学习资源的利用。
基于上述调查结果,本研究重点提出了三个有利于优化基于手机媒体的大学生移动学习资源设计策略:一是强调基于手机媒体的移动学习资源的“多样性设计”——以便为大学生提供多样化的移动学习资源;二是考虑如何加强基于手机媒体的移动学习资源的“功能性设计”——以促进对移动学习资源的深入整合与应用;三是关注基于手机媒体的移动学习资源的经济性设计——以便降低大学生利用手机媒体获取移动学习资源的成本。
本文共包括五个部分,其中第一部分(研究概述)探讨本研究提出的背景、研究意义与方法;第二部分从移动学习、手机媒体与移动学习、大学生与移动学习、移动学习资源建设等四个方面对国内外相关研究现状进行梳理;第三部分是本文的核心内容,主要通过问卷调查的方法全面了解大学生对基于手机媒体的移动学习资源的需求现状,并就调研结果进行分析;第四章主要从多样性设计、功能性设计、经济性设计等三个角度探讨基于手机媒体的大学生移动学习资源设计;第五章对论文进行总结并展望后续研究。
The construction of mobile learning resources is indispensable to the development of mobile learning. Cell phones not only provide mobile learning with important learning devices, but also give rise to new requirements for the development of mobile learning resources due to their own traits. Based on literatures review of related research on mobile learning and mobile learning resources around the world, by using a questionnaire approach, this study focuses on the analysis of undergraduates’needs for cell phone-based mobile learning resources. Taking undergraduates as the survey objects, the investigation includes seven aspects as follows: (1) usage of cell phones; (2) attitude to obtaining mobile learning resources by cell phones; (3) requirements for the varieties of cell phone-based mobile learning resources; (4) demand for the representation forms of cell phone-based mobile learning resources; and (5) factors affecting the utilization of cell phone-based mobile learning resources. Several basic conclusions are drawn from the survey: most undergraduates have the basic conditions to access to cell phone-based mobile learning resources; the variety of learning resources is expected; the characteristics of the learning resource itself and cost factor have influences on the application of cell phone-based learning resources.
According to the survey results, this study proposes three design strategies for the improvement of cell phone-based mobile learning resources for undergraduates. The first is“variety design”to provide undergraduates’personalized and various learning needs. The second is“function design”to promote the integration and application of cell phone-based mobile learning resources by adopting knowledge maps. The third is“economic design”to reduce possible cost for getting cell phone-based mobile learning resources.
This thesis is composed of five parts. Section 1 reviews the research backgrounds. Section 2 presents related literature review. As the core component of this thesis, section 3 investigates undergraduates’demand for cell phone-based mobile learning resources. Section 4 suggests how to improve the design of cell phone-based mobile learning resource by considering its variety, function, and economic characteristics. The last section summarizes and reflects this study.
基于上述调查结果,本研究重点提出了三个有利于优化基于手机媒体的大学生移动学习资源设计策略:一是强调基于手机媒体的移动学习资源的“多样性设计”——以便为大学生提供多样化的移动学习资源;二是考虑如何加强基于手机媒体的移动学习资源的“功能性设计”——以促进对移动学习资源的深入整合与应用;三是关注基于手机媒体的移动学习资源的经济性设计——以便降低大学生利用手机媒体获取移动学习资源的成本。
本文共包括五个部分,其中第一部分(研究概述)探讨本研究提出的背景、研究意义与方法;第二部分从移动学习、手机媒体与移动学习、大学生与移动学习、移动学习资源建设等四个方面对国内外相关研究现状进行梳理;第三部分是本文的核心内容,主要通过问卷调查的方法全面了解大学生对基于手机媒体的移动学习资源的需求现状,并就调研结果进行分析;第四章主要从多样性设计、功能性设计、经济性设计等三个角度探讨基于手机媒体的大学生移动学习资源设计;第五章对论文进行总结并展望后续研究。
The construction of mobile learning resources is indispensable to the development of mobile learning. Cell phones not only provide mobile learning with important learning devices, but also give rise to new requirements for the development of mobile learning resources due to their own traits. Based on literatures review of related research on mobile learning and mobile learning resources around the world, by using a questionnaire approach, this study focuses on the analysis of undergraduates’needs for cell phone-based mobile learning resources. Taking undergraduates as the survey objects, the investigation includes seven aspects as follows: (1) usage of cell phones; (2) attitude to obtaining mobile learning resources by cell phones; (3) requirements for the varieties of cell phone-based mobile learning resources; (4) demand for the representation forms of cell phone-based mobile learning resources; and (5) factors affecting the utilization of cell phone-based mobile learning resources. Several basic conclusions are drawn from the survey: most undergraduates have the basic conditions to access to cell phone-based mobile learning resources; the variety of learning resources is expected; the characteristics of the learning resource itself and cost factor have influences on the application of cell phone-based learning resources.
According to the survey results, this study proposes three design strategies for the improvement of cell phone-based mobile learning resources for undergraduates. The first is“variety design”to provide undergraduates’personalized and various learning needs. The second is“function design”to promote the integration and application of cell phone-based mobile learning resources by adopting knowledge maps. The third is“economic design”to reduce possible cost for getting cell phone-based mobile learning resources.
This thesis is composed of five parts. Section 1 reviews the research backgrounds. Section 2 presents related literature review. As the core component of this thesis, section 3 investigates undergraduates’demand for cell phone-based mobile learning resources. Section 4 suggests how to improve the design of cell phone-based mobile learning resource by considering its variety, function, and economic characteristics. The last section summarizes and reflects this study.
引文
[1]刘豫钧,鬲淑芳.移动学习——国外研究现状之综述[J].现代教育技术,2004,14(3):12-16.
[2]何向阳.彭凤.移动学习初探[J].中国教育信息化,2007(8)
[3] Andrew Garcia. M-Learning Viewer keeps it simple [J]. eWeek, 2010(4).
[4]何克抗,李文光.教育技术学[M].北京:北京师范大学出版社,2002
[5]李瑞,陈新,袁晓斌.移动学习资源建设策略探讨[J].现代教育科学,2007(6)
[6]方晶,陈章其.移动学习资源的开发初探[J].现代教育技术,2007,17(7):55-60.
[7]中国工业和信息化部http://www.miit.gov.cn/
[8]中国互联网络信息中心http://www.cnnic.net.cn/
[9]张伟,陈琳,丁彦.移动学习时代的学习观:基于分布式认知论的视点[J].中国电化教育,2010(4)
[10] Carnegie Mellon.Wireless Andrew. http://www.cmu.edu/computing/wireless/[2010-9-18]
[11]黄荣怀.移动学习-理论现状趋势[M].北京:科学出版社,2008.
[12] Chabra T,Figueiredo J.How to Design and Deploy Handheld Learning. http://www.empower ingtechnologies.net/eLearning/eLearning-expov5-files/frame.htm[2007-9-3]
[13] Franz Lehner,Holger N?sekabel,Hans Lehmann.Wireless E-Learning and Communication Environment: WELCOME at the University of Regensburg e-Service Journal - Volume 2, Number 3, Summer 2003, pp. 23-41
[14]潘莹包,绍明.论移动学习在成人教育中的应用[J].继续教育研究,2010(4)45-47..
[15] Roschelle,J.,&Pea,R.(2002).A walk on the WILD side:How wireless handhelds may change computer-supported collaborative learning.International Journal of Cognition and Technology,1,145-168.
[16] Sharples,M.Beale R.(2003).A technical review of mobile computational devices.Journal of Computer Assisted Learning,19,392-395.
[17] Sharples, Mike; Taylor, Josie and Vavoula, Giasemi (2007). A theory of learning for the mobile age. In: Andrews, Richard and Haythornthwaite, Caroline eds. The Sage Handbook of E-learning Research. London, UK: Sage, pp. 221–247.
[18] Berkeley.Handheld and mobile devices literature list.http://scienceview.berkeley.edu/research/handheld/[2011-2-25]
[19] Goldman helps launch mobile learning project in Africa http://ed.stanford.edu/suse/news-bureau/displayRecord.pgp[2011-3-23]
[20]余胜泉.移动学习-当代E-learning的新领域[J].中国远程教育,2003(22)
[21]崔向平.移动学习的研究现状及应用策略.成都航空职业技术学院学报, 2010(6)
[22]黄德群.移动学习研究对远程教育的影响[J].中国远程教育,2005(12)
[23]任海峰.赵君.移动学习国内外研究现状分析[J].成人教育,2010(1)
[24]上海交通大学移动学习网站,http://21tb.online.sh.cn/
[25]桂清扬.从数字学习到移动学习.开放教育研究2003(2).36-38
[26]教育新媒体产业协作体发展潜力巨大. http://news.iresearch.cn/0200/20070709/67023.shtml
[27]杨成,肖弦奕.手机电视:产业融合的移动革命[M],人民邮电出版社,2008.
[28]《中国手机媒体研究报告》,互联网信息中心,2009.
[29]叶成林,徐福荫,许骏.移动学习研究综述[J].电化教育研究,2004(3).
[30] Zhao G,Yang Z K.Learning Resource Adaptation and Delivery Framework for Mobile Learning.35th ASEE/IEEE Frontiers in Education Conference,2005
[31]郑方林,王以宁手机电视发展现状及其教育应用思考[J].教育技术导刊2009(10)
[32]什么是手机电视,http://news.xinhuanet.com/newmedia/2009-02/09/content_10789031.htm
[33]手机电视:广电版3G寻求融合的突破口. http://news.iresearch.cn/0468/20070213/60507.shtml
[34]教育资源建设技术规范,http://www.celtsc.edu.cn/.
[35]叶成林,徐福荫.移动学习及其理论基础[J].开放教育研究,2004(3).
[36]国际开放课程联盟.http://www.ocwconsortium.org/
[37]王文静.情境认知与学习理论研究述评[J].全球教育展望,2002(1)
[38]詹青龙,张静然,邵银娟,李玉顺.移动学习的理论研究和实践探索-与迈克?沙尔普斯教授的对话[J].中国电化教育,2010(3).
[39]于化骥.移动学习:远程教育的前沿理论[N].北京广播电视大学报,2008
[40]周国梅,傅小兰.分布式认知——一种新的认知观点[J].心理科学进展.2002(4)
[41]任剑锋,李克东.分布式认知理论及其在CSCL系统设计中的应用[J].电化教育研究.2004(8).
[42]郑方林,王以宁.知识地图在教育资源建设中的应用教育技术导刊2010(1)
[43]杨曦宇.知识地图研究综述[J].图书馆学刊,2007(3):133-136.
[44] Plumley, Deborah (2003) Process-Based Knowledge Mapping: A practical approach to prioritizing knowledge in terms of its relevance to a business or KM objective, destinationKM, March 03, www.destinationKM.com , accessed May 27, 2005.
[45]中国联通长春分公司官方网站http://3g.10010.com/3gindex/money928.html?46
[2]何向阳.彭凤.移动学习初探[J].中国教育信息化,2007(8)
[3] Andrew Garcia. M-Learning Viewer keeps it simple [J]. eWeek, 2010(4).
[4]何克抗,李文光.教育技术学[M].北京:北京师范大学出版社,2002
[5]李瑞,陈新,袁晓斌.移动学习资源建设策略探讨[J].现代教育科学,2007(6)
[6]方晶,陈章其.移动学习资源的开发初探[J].现代教育技术,2007,17(7):55-60.
[7]中国工业和信息化部http://www.miit.gov.cn/
[8]中国互联网络信息中心http://www.cnnic.net.cn/
[9]张伟,陈琳,丁彦.移动学习时代的学习观:基于分布式认知论的视点[J].中国电化教育,2010(4)
[10] Carnegie Mellon.Wireless Andrew. http://www.cmu.edu/computing/wireless/[2010-9-18]
[11]黄荣怀.移动学习-理论现状趋势[M].北京:科学出版社,2008.
[12] Chabra T,Figueiredo J.How to Design and Deploy Handheld Learning. http://www.empower ingtechnologies.net/eLearning/eLearning-expov5-files/frame.htm[2007-9-3]
[13] Franz Lehner,Holger N?sekabel,Hans Lehmann.Wireless E-Learning and Communication Environment: WELCOME at the University of Regensburg e-Service Journal - Volume 2, Number 3, Summer 2003, pp. 23-41
[14]潘莹包,绍明.论移动学习在成人教育中的应用[J].继续教育研究,2010(4)45-47..
[15] Roschelle,J.,&Pea,R.(2002).A walk on the WILD side:How wireless handhelds may change computer-supported collaborative learning.International Journal of Cognition and Technology,1,145-168.
[16] Sharples,M.Beale R.(2003).A technical review of mobile computational devices.Journal of Computer Assisted Learning,19,392-395.
[17] Sharples, Mike; Taylor, Josie and Vavoula, Giasemi (2007). A theory of learning for the mobile age. In: Andrews, Richard and Haythornthwaite, Caroline eds. The Sage Handbook of E-learning Research. London, UK: Sage, pp. 221–247.
[18] Berkeley.Handheld and mobile devices literature list.http://scienceview.berkeley.edu/research/handheld/[2011-2-25]
[19] Goldman helps launch mobile learning project in Africa http://ed.stanford.edu/suse/news-bureau/displayRecord.pgp[2011-3-23]
[20]余胜泉.移动学习-当代E-learning的新领域[J].中国远程教育,2003(22)
[21]崔向平.移动学习的研究现状及应用策略.成都航空职业技术学院学报, 2010(6)
[22]黄德群.移动学习研究对远程教育的影响[J].中国远程教育,2005(12)
[23]任海峰.赵君.移动学习国内外研究现状分析[J].成人教育,2010(1)
[24]上海交通大学移动学习网站,http://21tb.online.sh.cn/
[25]桂清扬.从数字学习到移动学习.开放教育研究2003(2).36-38
[26]教育新媒体产业协作体发展潜力巨大. http://news.iresearch.cn/0200/20070709/67023.shtml
[27]杨成,肖弦奕.手机电视:产业融合的移动革命[M],人民邮电出版社,2008.
[28]《中国手机媒体研究报告》,互联网信息中心,2009.
[29]叶成林,徐福荫,许骏.移动学习研究综述[J].电化教育研究,2004(3).
[30] Zhao G,Yang Z K.Learning Resource Adaptation and Delivery Framework for Mobile Learning.35th ASEE/IEEE Frontiers in Education Conference,2005
[31]郑方林,王以宁手机电视发展现状及其教育应用思考[J].教育技术导刊2009(10)
[32]什么是手机电视,http://news.xinhuanet.com/newmedia/2009-02/09/content_10789031.htm
[33]手机电视:广电版3G寻求融合的突破口. http://news.iresearch.cn/0468/20070213/60507.shtml
[34]教育资源建设技术规范,http://www.celtsc.edu.cn/.
[35]叶成林,徐福荫.移动学习及其理论基础[J].开放教育研究,2004(3).
[36]国际开放课程联盟.http://www.ocwconsortium.org/
[37]王文静.情境认知与学习理论研究述评[J].全球教育展望,2002(1)
[38]詹青龙,张静然,邵银娟,李玉顺.移动学习的理论研究和实践探索-与迈克?沙尔普斯教授的对话[J].中国电化教育,2010(3).
[39]于化骥.移动学习:远程教育的前沿理论[N].北京广播电视大学报,2008
[40]周国梅,傅小兰.分布式认知——一种新的认知观点[J].心理科学进展.2002(4)
[41]任剑锋,李克东.分布式认知理论及其在CSCL系统设计中的应用[J].电化教育研究.2004(8).
[42]郑方林,王以宁.知识地图在教育资源建设中的应用教育技术导刊2010(1)
[43]杨曦宇.知识地图研究综述[J].图书馆学刊,2007(3):133-136.
[44] Plumley, Deborah (2003) Process-Based Knowledge Mapping: A practical approach to prioritizing knowledge in terms of its relevance to a business or KM objective, destinationKM, March 03, www.destinationKM.com , accessed May 27, 2005.
[45]中国联通长春分公司官方网站http://3g.10010.com/3gindex/money928.html?46