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Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

Author

Listed:
  • Po-Sen Huang

    (Department of Engineering Science, National Cheng Kung University, Tainan City 701, Taiwan
    Department of Nursing, Tajen University, Pingtung County 907, Taiwan)

  • Po-Sheng Chiu

    (Department of E-learning Design and Management, National Chiayi University, Chiayi County 621, Taiwan)

  • Yueh-Min Huang

    (Department of Engineering Science, National Cheng Kung University, Tainan City 701, Taiwan)

  • Hua-Xu Zhong

    (Department of Engineering Science, National Cheng Kung University, Tainan City 701, Taiwan)

  • Chin-Feng Lai

    (Department of Engineering Science, National Cheng Kung University, Tainan City 701, Taiwan)

Abstract

The rapid development of technologies such as tablet PCs and 4G/5G networks has further enhanced the benefits of mobile learning. Although mobile devices are convenient and provide a variety of learning benefits, they are unable to improve students’ learning outcomes without an appropriate learning strategy. Furthermore, little research has been conducted to examine the effects of using collaborative learning on mobile devices. This study proposed a cooperative learning framework using Google Docs to explore the learning outcomes of students of natural science in an elementary curriculum. The study was of a quasi-experimental design with an experimental group (cooperative learning) and a control group (personal learning). The results show that a cooperative learning approach using Google Docs improved learning outcomes, teaching interest, and understanding of campus plants, and reduced cognitive load. One conclusion of the study is that the collaborative learning approach associated with mobile learning is more effective than personal learning. In addition, this paper also provides brief recommendations to expand on the study’s limitations. Future work should investigate the impact of collaborative learning on different environments for mobile learning.

Suggested Citation

  • Po-Sen Huang & Po-Sheng Chiu & Yueh-Min Huang & Hua-Xu Zhong & Chin-Feng Lai, 2020. "Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6606-:d:399349
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    References listed on IDEAS

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    1. David Hortigüela Alcalá & Alejandra Hernando Garijo & Ángel Pérez-Pueyo & Javier Fernández-Río, 2019. "Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages," Sustainability, MDPI, vol. 11(24), pages 1-11, December.
    2. Alberto Andujar & María Sagrario Salaberri-Ramiro & María Soledad Crúz Martínez, 2020. "Integrating Flipped Foreign Language Learning through Mobile Devices: Technology Acceptance and Flipped Learning Experience," Sustainability, MDPI, vol. 12(3), pages 1-12, February.
    3. Stamatios Papadakis & Julie Vaiopoulou & Michail Kalogiannakis & Dimitrios Stamovlasis, 2020. "Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children," Sustainability, MDPI, vol. 12(10), pages 1-10, May.
    4. Deerfield, Amanda, 2019. "Quantile regression analysis of cooperative learning effects," International Review of Economics Education, Elsevier, vol. 30(C), pages 1-1.
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