Publication: A development of ubiquitous learning support system based on an enhanced inquiry-based learning approach
Issued Date
2019-01-01
Resource Type
ISSN
17467268
1746725X
1746725X
Other identifier(s)
2-s2.0-85062768058
Rights
Mahidol University
Rights Holder(s)
SCOPUS
Bibliographic Citation
International Journal of Mobile Learning and Organisation. Vol.13, No.2 (2019), 129-151
Suggested Citation
Krittawaya Thongkoo, Patcharin Panjaburee, Kannika Daungcharone A development of ubiquitous learning support system based on an enhanced inquiry-based learning approach. International Journal of Mobile Learning and Organisation. Vol.13, No.2 (2019), 129-151. doi:10.1504/IJMLO.2019.098179 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/50682
Research Projects
Organizational Units
Authors
Journal Issue
Thesis
Title
A development of ubiquitous learning support system based on an enhanced inquiry-based learning approach
Other Contributor(s)
Abstract
Copyright © 2019 Inderscience Enterprises Ltd. With the popularisation of broadband and wireless Internet technologies, researchers have attempted to develop mobile device-based learning systems to enable students to seamlessly learning in anywhere and anytime through internet network connections. However, it is difficult for teachers to provide the manner for asking students to share explanations with peers. To cope with this issue, this study proposes an enhanced inquiry-based learning approach for eliciting and sharing knowledge from students’ investigation of a problem or task. Based on the proposed approach, a ubiquitous learning support system has been implemented in a web-programming course; moreover, an experiment was conducted on university students to evaluate the performance of our approach. By analysing the results from the two groups of students participating in the different systems, it was found that the proposed approach effectively enhanced the students’ learning achievement and promoted positive perception toward the system. Furthermore, the proposed approach benefited both male and female students in the terms of learning achievement and perceptions.