M-learning is learning supported by mobile devices and intelligent user interfaces. Compared to the prior generation a few years ago, storage capacity and screen size of mobile devices as well as transfer speed of wireless connections have significantly increased. Equipped with mobile devices, learners can conduct learning activities at anytime anywhere. m-learning is learning that is not constrained to a physical space or specific time and learning that is supported by communication with embedded computing elements in the environment on every move of the learner (Thiyagu, K, 2009). The main aim of the study is to assess the perception towards mobile learning activities among post graduate students in Viruudhunagar district. Survey method is employed for this study. The investigator has chosen 230 post graduate students as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their course in terms (b) There is no significant difference in perception towards mobile learning activities among the postgraduate students with respect to their Father’s Educational Qualifications and father’s occupation.
A DISSERTATION ON
“COMPARISION OF RESIDUAL ASTIGMATISM
FOLLOWING CONJUNCTIVAL AUTOGRAFT AFTER PTERYGIUM EXCISION, SUTURE VERSUS FIBRIN GLUE”
by Optom. Ankit Varshney.
Este manual permite realizar de una manera básica las pruebas, sin profundizar en la
teoría, permitiendo al consultor concentrarse en el mecanismo de los procedimientos, de una
manera clara y concisa.
A DISSERTATION ON
“COMPARISION OF RESIDUAL ASTIGMATISM
FOLLOWING CONJUNCTIVAL AUTOGRAFT AFTER PTERYGIUM EXCISION, SUTURE VERSUS FIBRIN GLUE”
by Optom. Ankit Varshney.
Este manual permite realizar de una manera básica las pruebas, sin profundizar en la
teoría, permitiendo al consultor concentrarse en el mecanismo de los procedimientos, de una
manera clara y concisa.
We can ultimately aim to obtain “optical biopsies” of cornea with the introduction of high resolution AS-OCT .
AS-OCT helps assess tissue anatomy and evaluate differences in cellular morphology and patterns to distinguish between divergent anterior segment conditions.
These are various structures in an eye , which are changing with age.
# ocular adnexa/ eyelids
# eyelashes / eyelid margin
# tear film
# cornea
# conjunctiva
# anterior chamber
# ciliary body
# pupil /iris
# crystalline lens
# vitreous
# choroid
# retina
Small overview of the startups involved in healthcare artificial intelligence, the OCT market, investments, patent and IP issues and FDA regulation.
Alternative download link: https://dl.dropboxusercontent.com/u/6757026/slideShare/retinalAI_landscape.pdf
AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS THE PEDAGOGICAL BEN...Thiyagu K
The use of ICT in teacher education programs has been gaining interest throughout the world. This interest places pressure on faculties of education to prepare a new generation of graduates capable of integrating a variety of technological tools into their personal and professional lives (Starkman, Neal. 2007). Argued that enabling teachers to make effective use of ICT as a tool for deep learning should be top priorities for both, pre-service and in-service programs, so as to overcome the most important challenge of the teaching profession, which is the preparation of students equipped with the skills needed for 21st century careers. The explosion of technological growth with Web 2.0 applications has opened up new learning possibilities for educational programs and blogs are a promising example of these new applications (Keegan and Desmond. 2002). Weblogs are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom. The application of weblogs in higher education, particularly in teacher preparation programs, has been documented very recently. Hence, the investigator proposed the title of the study has “Teacher Educators’ Perception towards the Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of weblog among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of weblog among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status, years of experience and educational qualification.
Teachers Perception And Openion Towards Innovativeand Existing Social Science...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
We can ultimately aim to obtain “optical biopsies” of cornea with the introduction of high resolution AS-OCT .
AS-OCT helps assess tissue anatomy and evaluate differences in cellular morphology and patterns to distinguish between divergent anterior segment conditions.
These are various structures in an eye , which are changing with age.
# ocular adnexa/ eyelids
# eyelashes / eyelid margin
# tear film
# cornea
# conjunctiva
# anterior chamber
# ciliary body
# pupil /iris
# crystalline lens
# vitreous
# choroid
# retina
Small overview of the startups involved in healthcare artificial intelligence, the OCT market, investments, patent and IP issues and FDA regulation.
Alternative download link: https://dl.dropboxusercontent.com/u/6757026/slideShare/retinalAI_landscape.pdf
AN INVESTIGATION OF TEACHER EDUCATORS’ PERCEPTION TOWARDS THE PEDAGOGICAL BEN...Thiyagu K
The use of ICT in teacher education programs has been gaining interest throughout the world. This interest places pressure on faculties of education to prepare a new generation of graduates capable of integrating a variety of technological tools into their personal and professional lives (Starkman, Neal. 2007). Argued that enabling teachers to make effective use of ICT as a tool for deep learning should be top priorities for both, pre-service and in-service programs, so as to overcome the most important challenge of the teaching profession, which is the preparation of students equipped with the skills needed for 21st century careers. The explosion of technological growth with Web 2.0 applications has opened up new learning possibilities for educational programs and blogs are a promising example of these new applications (Keegan and Desmond. 2002). Weblogs are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom. The application of weblogs in higher education, particularly in teacher preparation programs, has been documented very recently. Hence, the investigator proposed the title of the study has “Teacher Educators’ Perception towards the Pedagogical Benefits of weblog in Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of weblog among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of weblog among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Weblog with respect to their gender, age, subject, marital status, years of experience and educational qualification.
Teachers Perception And Openion Towards Innovativeand Existing Social Science...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
TEACHER EDUCATORS’ PERCEPTION TOWARDS PEDAGOGICAL BENEFITS OF WIKIThiyagu K
Wikis are considered to be one of the best ways of combining Information Communication Technology (ICT) with teaching and learning methodologies in a classroom, The application of blogs and wikis in higher education, particularly in teachers‘ preparation programs, has been documented very recently (Dunaway, Michelle. 2011). The majority of teachers are neither familiar, nor skilful in employing this tool in the process of learning. Exposure to this tool during pre-service and in-service preparation program is thought to be helpful in promoting willingness to use it in teaching career (Bassoppo-Moyo, 2006). Therefore, the current study is a trial to study reports on their perceptions towards the learning experiences they had during academic wikis and the advantages and disadvantages of incorporating this web technology into the curriculum. So that, the investigator proposed the title of the study is “Teacher Educators’ Perception towards the Pedagogical Benefits of Wiki in a Tirunelveli District”. The main aim of the study is to assess the perception towards the pedagogical benefits of wiki among the teacher educators of Tirunelveli district. Survey method is employed for this study. The investigator has chosen 150 teacher educators as a sample for the study in a random sampling technique. Finally the investigator concludes; (a) Average level perception towards pedagogical benefits of wiki among the teacher educators. (b) There is no significant difference in the mean scores of teacher educators’ perception towards pedagogical Benefits of Wiki with respect to their gender, age, subject, marital status, year of experience and educational qualification.
Students perception of a blended learning program of teacher education in an ...Yves Blieck
Blended learning is defined as a combination of face-to-face instruction and online learning activities (Bonk & Graham, 2006; Graham, 2006; Marsh, Pountney & Prigg, 2008). According to So and Brush (2008), blended learning combines the advantages of both face-to-face learning and online technologies to deliver learning. Online learning can be complimentary to face-to-face learning by providing students with access to learning resources, facilitating communication, and collaborative working with peers and teachers (Garrison & Kanuka, 2004). In our changing society, with a growing demand for lifelong learning, learners especially lifelong learners can benefit from blended Education. More and more educational institutions provide blended learning environments to meet students’ educational and economical needs. Blended learning can increase adult learners’ access to education and facilitate the challenging combination of work and study. In addition, the use of authentic learning tasks and online collaboration in blended learning facilitates student centered and active learning (Ginns & Ellis, 2007). However, blended learning also faces a number of challenges, such as dropout, sustainability, copyright issues, and social presence (Andresen, 2009; Hara & Kling, 2002; Persell, 2004; Stracke, 2007).
The purpose of this study is to evaluate part of a competence based blended learning program for teacher education in a center for adult education in Flanders, Belgium. During one year, student teachers are trained in a blended learning environment, combining an online theoretical component - off-campus (30 ECTS), and practical training - on-campus (15 ECTS). They are expected to acquire teacher competences as outlined in the amended decree (2007) describing the professional profiles and basic competences for teachers by the Flemish government (1998). The blended learning program was designed for the purpose of coaching and assessing student teachers during this process.
During two consecutive years the student teachers enrolled in the blended program were invited to fill in a questionnaire to evaluate the blended learning programme. In total 18 students participated in the study. The questionnaire consisted of a set of propositions to be rated on a 4 point Likert-scale and two open questions. Collected data were analyzed quantitatively using descriptive statistics. Answers on the open questions were coded qualitatively. The age range of the student teachers was from 20-49. All student teachers had previously completed at least bachelor education.
The results show that the student teachers evaluated positively the structure of the on-line sessions (M=3.50, SD=0.62) and offered technical support (M=3.33, SD=0.69). The amount of face-to-face sessions was regarded as sufficient (M=3.71, SD=0.59) and its content was seen as relevant (M=3.28, SD=0.75). The combination of
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
The Effect of Mobile Learning on the Development of the Students' Learning Be...inventionjournals
This research study was conducted on 153 students from the Jordanian University. A researchermade Likert-type questionnaire was adopted. A five-question questionnaire was formulated to measure the effect of mobile learning at the University’s students focusing on different aspects. The reliability of the questionnaire was at 91% through the use of Chronbach’s Alpha. T test was adopted to find out significance of differences among the different used variables that supported the effect of mobile learning on the student’s development in learning behaviors and performances. ANOVA was embraced to examine the student’s learning behaviors on mobile learning. The results showed that mobile learning accrues positive effect on motivating the students towards learning. There was also a positive correlation mobile learning to increased academic performance. Finally, the results indicated that M-learning changed student’s learning habits for the better.
ASSESSMENT OF MOBILE LEARNING ACTIVITIES AMONG POST GRADUATE STUDENTSThiyagu K
Today the more and more rapid development of the ICT contributes to the increasing abilities of the mobile devices (cell phones, smart phones, PDAs, laptops) and wireless communications, which are the main parts of the mobile learning. On the other hand for the implementation of mobile learning it is necessary to use a corresponding system for the management of such type of education. Mobile learning through the use of wireless mobile technology allows anyone to access information and learning materials from anywhere and at anytime. As a result, learners have control of when they want to learn and from which location they want to learn. The main aim of the study is to assess the mobile learning activities among post graduate students in Viruudhunagar district. Survey method is employed for this study. The investigator has chosen 200 post graduate students for the study. Finally the investigator concludes; (a) There is no significant difference in mobile learning activities among the postgraduate students with respect to their course in terms (b) There is no significant difference in mobile learning activities among the postgraduate students with respect to their Father’s Educational Qualifications. Etc
Development of a mobile learning application to support e learning and analys...ijmnct
It should not be disregarded that e-learning applic
ations have some limitations although they provide
many
opportunities to people who have different expectat
ions and characteristics and who want to make use o
f
educational opportunities. When the limitations of
e-learning and the advantages of m-learning
applications which these limitations provide are co
nsidered together, they may serve more effective
learning contexts for individuals. In this study, a
n m-learning application was developed to assist e-
learning and it was supplied for learners who atten
d distance education to use. As a result of the stu
dy, it
was provided for learners to attend educational eve
nts without real time and place limitation in reali
ty via
using m-learning as an assistant for e-learning. Fu
rthermore, learners were provided to be informed ab
out
course cancellations, assignment deadlines, exam da
tes, the announcement by school administration
immediately, and so on. As a result of the study, l
earners’ views for this application were taken into
consideration and it was stated that m-learning app
lication was effective for learners in education at
anytime and anywhere.
Technopreneurship Mobile Application (TMA): A Support Mechanism for Flexible ...IJITE
Mobile phones are essential in our daily lives because of their benefits in communication, entertainment, and education. Students use their mobile phones in teaching-learning engagement, both synchronous and asynchronous. The study focused on developing and validating Technopreneurship Mobile Application (TMA) in its functionality, reliability, usability, efficiency, and User interface/user experience. The study engaged with developmental research using the mobile app development cycle, including requirement specification, development modeling, design and development, testing, and deployment. Online data gathering and analysis were used for mobile application validation, evaluation performance, and mobile deployment. A total of 95 information technology students evaluated the application. The results showed that the application is functional, reliable, usable, efficient, and the user interface is helpful. The overall results obtained a 4.20 with an excellent evaluation that shows that developing a mobile application can be a great tool in the flexible learning delivery for students due to its accessibility and usefulness.
This paper contributes to the growing body of scholarly inquiry into the BYOD (‘Bring Your Own Device’) versus prescribed (minimum standards) technology for learning by reporting on key findings of an institutional mobile learning prescribed technology trial. The study investigated student experiences with and preferences for mobile learning technology, accessible via BYOD or a prescribed approach. The study participants were loaned a tablet and instructed on how to use it for various learning activities throughout a teaching period. A survey and in-depth interviews were used to evaluate the study’s outcomes. It was found that students used their personal and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities. As majority of students in this study already owned a personal mobile device and used it for some learning activities, they did not think they acquired any new skills as a result of this project. However, in regards to the loaned tablets use, students found it had overall improved their digital literacy skills and typing speed and overall facilitated better multi-tasking and productivity. Based on findings, we offer three key considerations on how to fully leverage mobile learning technology in the classroom.
Assessing the Readiness to Adopt E-Learning among Industrial Training Institu...IOSRJBM
E-learning is using computer and Internet to learn part of or full course whether it is in school, college or in any educational training. The use of e-learning has gained momentum in recent years contrasting to the under valuations done in the previous years. This study was undertaken to assess the readiness of the Industrial Training Institute (ITI) students to adopt e-learning platform. The constructs attitude, perceived ease of use, perceived benefits and behavioural intention from Technology Adoption Model are studied to attain the objective. It is a descriptive research and the population used for this study is Industrial Training Institutes (ITI) in Tamil Nadu. The data was collected from sample of 267 students. The findings of the research infer that the ITI students are willing to adopt the e-learning platform.
DETERMINING FACTORS THAT INFLUENCE STUDENTS’ INTENTION TO ADOPT MOBILE BLACKB...ijma
As a newly developing academic domain, researches on Mobile learning are still in their initial stage.
Meanwhile, M-blackboard comes from Mobile learning. This study attempts to discover the factors
impacting the intention to adopt mobile blackboard. Eleven selected model on the Mobile learning
adoption were comprehensively reviewed. From the reviewed articles, the most factors are identified. Also,
from the frequency analysis, the most frequent factors in the Mobile blackboard or Mobile learning
adoption studies are performance expectancy, effort expectancy, perceived playfulness, facilitating
conditions, self-management, cost and past experiences. The descriptive statistic was performed to gather
the respondents’ demographic information. It also shows that the respondents agreed on nearly every
statement item. Pearson correlation and regression analysis were also conducted.
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...Samuel Edsall
This presentation details the use of mobile technologies, such as smart phones and tablets, as important instructional research components in a global social media course. Examples will be provided relating to the research procedures, mobile technology implementation and designed academic activities that illustrate beneficial and enhanced student learning.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
The impact of integrating social media in language teaching a...kdore
previous researches discussed about integrating mobile devices to higher education related with the foreign context , through this new research try to investigate the impact of integrating social media in language teaching and learning in universities of Sri Lanka.
Since there are various results on the role of social media in assisting students in learning English, thus a study should be carried out in order to determine the impacts of social media towards in language teaching and learning.
The study is also important to identify the multiple uses of social media t facilitates students’ language learning.
To identify the impacts of integrating social media in language teaching and learning.
To identify the students’ perception towards the use of social media during the teaching and learning process.
To identify the multiple use of social media as a tool of learning that facilitates.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology.
Evaluation of positive emotion in children mobile learning applicationjournalBEEI
This paper presents the evaluation of positive emotion in children's mobile learning applications. The mobile learning application is a teaching aid that can help students to self-study and increase the students’ interest in learning especially children. This paper will discuss how mobile learning application affects the children interest in school. The evaluation method implemented to evaluate the rate of positive emotion elicited by the children using mobile learning applications was a mixed method of qualitative and quantitative methods. Since emotion can be either negative or positive, the identification of a proper method or perspective was required to prove that positive emotion was really elicited. Next, the data was collected through the children’s assessment score, Electroencephalograms (EEG) device, Emotion identification using micro-expression (facial expression), Kort Scale and interview to confirm the positive emotion felt by the students. The result shows that all five perspectives or methods have shown that positive emotion is produced. It is found that the Mobile learning application can really trigger the children’s positive emotions.
Mobile learning anytime, anywhere: What are our students doing?Helen Farley
Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
Similar to PERCEPTION TOWARDS MOBILE LEARNING ACTIVITIES AMONG POST GRADUATE STUDENTS (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Unlocking the Power of Bloom's Digital Taxonomy in Education
In this presentation, we dive deep into the fascinating world of Bloom's Digital Taxonomy and its significance in modern education.
🌐 The digital age has transformed the way we learn, and it's essential to adapt our teaching methods accordingly. Join us as we explore:
🔍 Traditional Bloom's Taxonomy: We'll start by revisiting the foundational concepts of Bloom's Taxonomy and its hierarchy of cognitive skills.
💡 The Need for Digital Bloom's Taxonomy: Discover the challenges and opportunities posed by digital learning and why updating Bloom's Taxonomy is crucial.
🔄 The Revised Bloom's Digital Taxonomy: Get an in-depth look at the revised model designed specifically for the digital era. We'll break down each cognitive process and its application in the digital context.
📱 Practical Examples: Explore real-world examples of how educators and learners can leverage Bloom's Digital Taxonomy to enhance digital learning experiences.
🚀 Benefits and Impact: Learn about the tangible benefits of implementing this approach, from increased engagement to improved critical thinking skills.
Whether you're an educator, student, or simply curious about the future of education, this video is packed with insights and inspiration to help you embrace the exciting possibilities of Bloom's Digital Taxonomy. Don't forget to like, share, and subscribe for more educational content! 🎓🌟
#Education #BloomsDigitalTaxonomy #DigitalLearning #TeachingInnovation
Artificial Intelligence (AI) in Education.pdfThiyagu K
Artificial intelligence (AI) is rapidly transforming the education industry. AI-powered tools and applications are being used to personalize learning, provide real-time feedback, and automate tasks, freeing up teachers to focus on more creative and strategic work. This presentation explores the many ways that AI is being used in education today, and how it is poised to revolutionize the way we learn and teach.
This presentation is intended for anyone interested in learning more about the role of AI in education. The target audience includes educators, students, parents, policymakers, and anyone else who is curious about how AI is changing the way we learn.
Classroom of the Future: 7 Most Powerful Shifts .pdfThiyagu K
This is the slide presentation highlight the Classroom of the Future: 7 Most Powerful Shifts. Specially this slides explains the shiftfrom Today’s Learning to Tomorrow’s Learning.
Looking to improve your PowerPoint game? Then this presentation is for you! In this PPT, we'll share some valuable PowerPoint presentation tips to help you create engaging and effective presentations.
We'll cover everything from choosing the right fonts and colors to using images and videos to make your slides more dynamic. You'll also learn how to structure your presentation and create a flow that keeps your audience engaged from beginning to end.
Additionally, we'll provide some tips for how to rehearse and practice your presentation, as well as how to effectively deliver it to your audience. Whether you're a student, business professional, or just looking to improve your presentation skills, this video has something for everyone.
So, if you want to take your PowerPoint presentations to the next level, be sure to watch this ppt and start implementing these tips today!
Chat GPT is an advanced language model that has revolutionized the field of education. This cutting-edge technology is transforming the way students learn and interact with the world around them. With Chat GPT, students can now have access to personalized learning experiences, instant feedback, and a wealth of knowledge that was once unimaginable.
This SlideShare presentation will explore the various ways Chat GPT is changing the face of education. From intelligent tutoring systems to virtual assistants, this technology is creating a new era of learning that is more personalized, efficient, and engaging than ever before. We'll look at some real-world examples of how Chat GPT is being used in education today, and how it is transforming the classroom experience for both students and teachers.
The presentation will also delve into some of the potential benefits and challenges of using Chat GPT in education. We'll discuss how this technology can help bridge the learning gap for students with disabilities or learning difficulties, and how it can make education more accessible to students in remote or underserved areas.
Finally, the presentation will provide some practical tips and advice for educators who want to incorporate Chat GPT into their teaching practice. From choosing the right technology to developing effective lesson plans, we'll cover everything you need to know to get started with this game-changing tool.
Whether you're a teacher, a student, or simply interested in the future of education, this SlideShare presentation is for you. Join us as we explore the world of Chat GPT and discover how this technology is transforming education for the better.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
PERCEPTION TOWARDS MOBILE LEARNING ACTIVITIES AMONG POST GRADUATE STUDENTS
1. K.THIYAGU I-MANAGER JOURNAL 2012
1
PERCEPTION TOWARDS MOBILE LEARNING ACTIVITIES
AMONG POST GRADUATE STUDENTS
K.Thiyagu,
Assistant Professor,
Tamilnadu. India.
9486812800
thiyagusuri@gmail.com, thiyagusuriya81@gmail.com
ABSTRACT
M-learning is learning supported by mobile devices and intelligent user
interfaces. Compared to the prior generation a few years ago, storage capacity and
screen size of mobile devices as well as transfer speed of wireless connections have
significantly increased. Equipped with mobile devices, learners can conduct learning
activities at anytime anywhere. m-learning is learning that is not constrained to a
physical space or specific time and learning that is supported by communication with
embedded computing elements in the environment on every move of the learner
(Thiyagu, K, 2009). The main aim of the study is to assess the perception towards
mobile learning activities among post graduate students in Viruudhunagar district.
Survey method is employed for this study. The investigator has chosen 230 post
graduate students as a sample for the study in a random sampling technique. Finally
the investigator concludes; (a) There is no significant difference in perception towards
mobile learning activities among the postgraduate students with respect to their course
in terms (b) There is no significant difference in perception towards mobile learning
activities among the postgraduate students with respect to their Father’s Educational
Qualifications and father’s occupation.
Key words: Perception, mobile learning, activities, PG students
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INTRODUCTION
The traditional education is made in classrooms where the teacher presents the
learning material to a group of students. The educational technology depends mainly of
teacher and the students must physically participate in the learning process. E-learning
is growing very fast and many Universities and companies are already supporting in
some way an e-learning solution (Bassoppo-Moyo, Temba C, 2006). The rush in the
field of wireless and mobile technologies creates opportunity for new field of research -
so called ‘mobile learning’. The domain of mobile learning can include a wide variety
of applications and new teaching and learning techniques (Keegan and Desmond,
2002). Mobile phones are a part of the daily culture of almost every student and
teacher. They introduce new types of communication styles that remove spatial and
temporal complexities. Handheld devices can improve classroom dynamics owing to
their computation and communication capabilities, which augment face-to-face
interactions and can support collaborative learning scenarios (Lam, Paul, Mc Naught
and Carmel, 2007). Mobile learning is defined as “the provision of education and
training on mobile devices: Personal Digital Assistants (PDAs), palmtops and
handhelds and on smart phones and mobile phones.” Actually now a days most of them
having negative attitude towards using mobile phone. But in a mobile devices having a
lot of facilities to improve of our knowledge and skills. So the investigator can select
the topic “Perception towards Mobile Learning Activities among Post Graduate
Students in Virudhunagar District”
OPERATIONAL DEFINITION OF KEY TERMS
The investigator wants to give explanations for the terms used in the title of the
study.
Perception: Perception presents individual feeling or against something. In
other words the degree of feeling of favourableness or unfavourableness towards some
objects, person, groups, and ideas is called perception.
Mobile Learning Activities: By the term, ‘Mobile Learning Activities’ the
investigator means, the knowledge and application of mobile devices, basic computing
skills and the skills required by the learner for integrating mobile devices into his/her
learning.
Post Graduate Students: Those who are studying post graduate course in Arts
and Science College in Virudhunagar educational district.
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OBJECTIVES OF THE STUDY
1. To find out the level of experience in mobile phone, frequency usage of mobile
phone and purpose for use mobile phone.
2. To find out whether there is any significant difference in the mean scores of
perception towards mobile learning activities among the postgraduate students
with respect to their gender.
3. To find out where there is any significant difference in the mean scores of
perception towards mobile learning activities among the postgraduate students
with respect to their Father’s educational qualification and father’s occupation.
HYPOTHESES OF THE STUDY
The hypotheses of the present study a formulated as follows:
1. There is no significant difference in the mean scores of perception towards
mobile learning activities among the postgraduate students with respect to their
gender.
2. There is no significant difference in the mean scores of perception towards
mobile learning activities among the postgraduate students with respect to their
Father’s educational qualification.
3. There is no significant difference in the mean scores of perception towards
mobile learning activities among the postgraduate students with respect to their
Father’s occupation.
METHOD ADOPTED IN THE PRESENT STUDY
In the present study, the investigator has employed the ‘survey method’.
Survey method is a method for collecting and analyzing data, obtained from large
number of respondents representing a specific population collected through highly
structured and detailed questionnaire or other techniques (Best, J.W., 1983).
POPULATION AND SAMPLE OF THE STUDY
The population under investigation included students whose are the students at
postgraduate in Virudhunagar district. It means that, all the students studying in Post
Graduate at various colleges irrespective of the nature of management and other criteria
but located in Virudhunagar District, Tamil Nadu have been taken as the population for
the study. A good sample must be representative of the entire population for this study,
Sample selected by the method of random sampling as a two hundred and thirty post
graduate students of Virudhunagar District.
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INSTRUMENT
As there is no suitable tool available for the present study, the investigator has
constructed and validated a scale to measure perception towards M-Learning Activities
of post graduate students’. In order to achieve the objectives of the study, the
investigators used a self-prepared questionnaire (PMLA = Perception towards Mobile
Learning Activities). The investigator referred various books and journals to have
clarity of concept and in addition to their information’s he consulted some subject
experts about the content for the development of the tool. Finally the investigator has
decided and selected only seven importance dimensions related m-learning activities,
the dimensions are as follows: Messaging, Contacts, Organizer, Settings, Gallery,
Mobile Internet and Mobile Applications. Final draft of the questionnaire consists of
two parts. First part consist 7 items related with personal information, and second part
consist of 75 items related with mobile learning perceptions are on a series fives point
scale.
RELIABILITY AND VALIDITY OF THE TOOL
To find out the reliability of the tool, test and retest method was used. The
reliability of the test has been calculated by using Pearson’s product-moment
correlation coefficient formula. The value obtained was 0.84. In this investigation the
tool was submitted to the panel of experts. They scrutinized the developed tool and
their suggestions were incorporated. Thus the validity of the tool is established by using
content validity.
DATA COLLECTION
In Virudhunagar District, a two hundred and thirty post graduate students’
perceptions were analysed through the prepared questionnaire about the mobile phone
activities. Students’ response to the questionnaire were statistically analysed according
to gender, education level of their father’s and their father’s occupation, having mobile
at their own, length of experience in mobile phone, frequency of use in mobile phone
and purpose for use mobile phone.
DATA ANALYSIS PROCEDURES
In this study, quantitative research methods likes frequencies, t-test and
ANOVA (Aggarwal, Y.R., 1986) were used in order to investigate the research
problem that is effects on mobile phone in learning. Questionnaire as survey was
designed to get the perception of post graduate students towards mobile devices and its
effects to learning.
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DATA ANALYSIS AND PRESENTATION OF FINDINGS
The main purpose of this study was to investigate post graduate students’
perceptions towards mobile learning activities based on their gender, education level of
their father’s and occupation of father’s, having mobile at their own, length of
experience in mobile phone, frequency of use in mobile phone and purpose for use
mobile phone with relating statement type question by the support of statistical analysis
and evaluation that questionnaire results are the basis of these evaluations. The light of
quantitative data analysis examines demographic data and frequencies for all items in
the survey.
Demographic Data
The first seven items of survey asked for ‘Personal Data’, including the variable
of gender (Table: 1), education level of their fathers (Table: 2), occupation of fathers
(Table: 3), having mobile at own (Table: 4), length of experience in mobile (Table: 5),
frequency of mobile use (Table: 6), and purpose for use the mobile (Table: 7). The
following table show the demographic data of students.
Table: 1 - Gender
Gender Responses Percentage
Male 82 35.7
Female 148 64.3
Table: 2 – Father’s Education
Father Education Responses Percentage
School Level (Up to SSLC) 101 43.9
Degree Level 102 44.3
Post Graduate Level 27 11.7
Table: 3 - Father’s Occupation
Father occupation Responses Percentage
Daily Wages 143 62.2
Business 48 20.9
Government 39 17.0
Table: 4 – Do you have mobile phone at own?
Do you have mobile phone at own? Responses Percentage
Yes 210 91.3
No 20 8.7
An analysis of the characteristics of the target population for the study,
indicated that 35.7% of the respondents were male and 64.3% of were female.
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Similarly, 43.9% of the respondents’ fathers’ education level were School Level, 44.3%
were Degree level, 11.7% were Post Graduate level. About 62.2% of the respondents’
father’s occupations were Daily wages, 20.9% were business, 17% were government
job. About 91.3% of the respondents have an own mobile phone and 8.7% of then don’t
have mobile phone at own.
Table: 5 - Length of Experience with the mobile
Length of experience with mobile Responses Percentage
Below 1 year 25 10.9
1-2 years 37 16.1
2-4 years 81 35.2
4-6 years 60 26.1
6 year & above 27 11.7
The above table (Table: 5) presents the analysis of sample in terms of the length
of experience with mobile. As seen from the above table, 25 Students (10.9%) have
less than one year experience with the, 37 Students (16.1%) have 1 to 2 years of
experience with the mobile, 81 Students (35.2%) have 2 to 4 years of experience with
the mobile; 60 Students (26.1%) have 4 to 6 years of experience with the mobile and 27
Students (11.7%) has 6 years and above experience with mobile.
Table: 6 - Frequency of the Mobile Use
Frequency of Mobile use Responses Percentage
Daily 144 62.6
on alternate days 23 10.0
Once in a week 27 11.7
Once in a fortnight or so 05 2.2
Once in a month or so 10 4.3
Never 21 9.1
The above table (Table: 6) presents the analysis of sample in terms of the
frequency of mobile use. As seen from the above table, 144 Students (62.6%) use the
mobile every day; 23 Students (10.0%) use the mobile on alternate days; 27 Students
(11.7%) use the mobile once in a week; 5 Students (2.2%) use the mobile Once in a
fortnight or so; 10 Students (4.3%) use the mobile once in a month or so and only 21
Students (9.1%) do not use mobile at all.
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Table: 7 -Purpose for Use the Mobile
Purpose for use the Mobile Responses Percentage
Communication 169 73.5
Entertainment 27 11.7
Downloading 12 5.2
Learning 10 4.3
Update knowledge 12 5.2
The above table (Table: 7) presents the analysis of sample in terms of the
purpose for use the mobile. As seen from the above table, 169 Students (73.5%) use the
mobile for Communication, 27 Students (11.7%) have use the mobile for
entertainment; 12 Students (5.2%) use the mobile for downloading academic materials
for self development; 10 Students (4.3%) use the mobile for learning purpose and 12
Students (5.2%) use the mobile for update knowledge.
HYPOTHESES TESTING: Null Hypothesis – 1:
There is no significant difference in the mean scores of perception towards
mobile learning activities among the postgraduate students with respect to their gender.
Table: 8
Difference between the mean scores of PG Students in their
Perception towards mobile learning with respect to gender.
Dimensions
Category
‘t’
value
Remarks
at 5%
level
Male
(N = 82)
Female
(N = 148)
Mean SD Mean SD
Messaging 22.90 5.29 18.27 5.06 6.54 S
Contacts 3 2 . 2 0 4 . 9 9 2 9 . 9 3 6 . 2 3 2.80 S
Organizer 3 0 . 1 0 6 . 2 3 2 6 . 6 1 7 . 0 3.77 S
Settings 4 3 . 8 2 7 . 6 3 3 8 . 6 6 8 . 8 2 4.46 S
Gallery 3 1 . 1 2 5 . 9 1 2 8 . 4 4 7 . 1 1 2.90 S
Mobile internet 2 1 . 6 8 9 . 9 8 1 5 . 9 0 8 . 8 4 4.53 S
Mobile application 5 3 . 5 2 2 1 . 9 2 4 9 . 0 9 2 3 . 4 4 1.41 NS
Total 2 3 5 . 3 8 4 4 . 1 6 2 0 6 . 5 9 5 0 . 7 3 4.31 S
(At 5% level of significance for 228 df, the table value of ‘t’ is 1.97)
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From the above table (Table: 8) it is inferred that there is significant difference
in Perception towards mobile learning activities among the postgraduate students with
respect to their gender in terms of messaging, contacts, organizer, settings, gallery,
mobile internet and total, but no significant difference is found in mobile learning
activities among the postgraduate students with respect to their gender in terms of
mobile applications.
Null Hypothesis - 2
There is no significant difference in the mean scores of perception towards
mobile learning activities among the postgraduate students with respect to their
Father’s educational qualification.
Table : 9
Difference among father’s education qualification and
Perception towards mobile learning activities of P.G. Students
Dimensions
Sources of
Variation
Sum of
squares
Df
Mean
square
variance
Calculated
‘F’ value
Remarks
at 5%
level
Messaging
Between 98.83 2 49.42
1.57 NS
Within 7069.76 227 31.14
Contacts
Between 124.38 2 62.19
1.76 NS
Within 8039.00 227 35.41
Organizer
Between 178.24 2 89.12
1.87 NS
Within 10829.31 227 47.71
Settings
Between 155.91 2 77.96
1.02 NS
Within 17421.59 227 76.75
Gallery
Between 77.48 2 38.74
0.83 NS
Within 10561.72 227 46.53
Mobile internet
Between 500.90 2 250.45
2.74 NS
Within 20779.82 227 91.54
Mobile application
Between 2680.44 2 1340
2.60 NS
Within 116298.65 227 514.60
Total Between 11678.86 2 5839.43 2.36 NS
Within 561228.12 227 2472.37
(At 5% level of significance for 2,227 df, the table value of ‘F’ is 2.99)
From the above table (Table: 9) it is inferred that there is no significant
difference in mobile learning activities among the postgraduate students with respect to
their Father’s Educational Qualifications in terms of messaging, contacts, organizer,
settings, gallery, mobile internet, mobile application and total.
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Null Hypothesis -3
There is no significant difference in the mean scores of perception towards
mobile learning activities among the postgraduate students with respect to their
Father’s occupation.
Table :10
Difference among father’s occupation and
Perception towards mobile learning activities of P.G. Students
Dimensions
Sources of
Variation
Sum of
squares
Df
Mean
square
variance
Calculated
‘F’ value
Remarks
at 5%
level
Messaging
Between 151.35 2 75.68
2.45 NS
Within 7017.24 227 30.91
Contacts
Between 10.36 2 5.18
0.14 NS
Within 8153.01 227 35.92
Organizer
Between 70.59 2 35.30
0.73 NS
Within 10936.96 227 48.18
Settings
Between 299.41 2 149.70
1.97 NS
Within 17278.09 227 76.12
Gallery
Between 18.52 2 9.26
0.20 NS
Within 10620.68 227 46.79
Mobile internet
Between 398.73 2 199.37
2.18 NS
Within 20730.99 227 91.33
Mobile application
Between 2514.22 2 1257.0
2.49 NS
Within 113673.87 227 502.98
Total
Between 12808.21 2 6404.11
2.60 NS
Within 559098.76 227 2462.99
(At 5% level of significance for 2,227 df, the table value of ‘F’ is 2.99)
From the above table (Table: 10) it is inferred that there is no significant
difference in mobile learning activities among the postgraduate students with respect to
their Father’s occupation in terms of messaging, contacts, organizer, settings, gallery,
mobile internet, mobile application and total.
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INTERPRETATIONS
According to the ‘t’ test results
Gender
The ‘t’ test result shows that, male are better than the female post graduate
students in their perception towards mobile learning activities by messaging, contact,
organizer, settings, Gallery, mobile internet and total mobile learning activities. This
may be due their curiosity to know the innovative and new things and their
environments and also their keen watch about the update & day-to-day information of
new fashion than the female post graduate students. Male trainees have some confident
to face the new things in life. But female is not like that.
According to ‘F’ test results
Father’s Education Qualification and Occupation
There is no significant difference in the mean scores of perception towards
mobile learning activities among the postgraduate students with respect to their
Father’s educational qualification and father’s occupation. This may be due to fact that
mostly fathers are engaged in various household and office works. Also it is a fact that
fathers find it difficult to spend sufficient time with their children. So that father’s
education and father’s occupation did not affect their children’s perception towards
mobile learning.
COMMENTS AND RECOMMENDATIONS
All reflection about the study that is “Perception of students towards mobile
learning activities” concluded that because of living technology based and knowledge
based century, adaptation to technology is inevitable conditions. As known mobile
internet is great option for us to catch information anytime we want. There is a
consensus that mobile internet provides huge alternatives with its advantages but also it
includes different dimensions as a shortcoming (Littlejohn, Allison., et al. 2009. In
addition to this, research results represent that high percentages concentrated on
negative consciousness about mobile. M-learning is learning supported by mobile
devices and intelligent user interfaces. M-learning is learning that is not constrained to
a physical space or specific time and learning that is supported by communication with
embedded computing elements in the environment on every move of the learner
(Morice, Jenny, 2002).
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Our shared belief is that in the future mobile phones will be a powerful learning
tool integrated in the learning process. Meanwhile, mobile phones are used to
communicate, take pictures and video clips, send e-mails, texts and graphics, browse
the Web, play games and download programs (Peak, Berge, and Zane, L, 2006).
CONCLUSION
According to some of the research report on researching mobile learning as valued
by students’, employment of mobile device include that it:
facilitates individual, co-operative and interactive work in class (Starkman,
Neal. 2007)
enables the sharing of ideas and responses and the building of knowledge
increases participation in whole-class settings
enables learners to revisit areas for consolidation and reflection out of the
classroom – this helps to increase understanding
provides opportunities for autonomy and independence (Rachna Rathore 2009).
Alleviates pressure on the computer rooms and makes learning more flexible.
Mobile devices have become tools to serve simultaneously teaching and
learning alongside with work and leisure, in both formal and informal settings; the
investigator found out that mobile phones were generally used for contact,
coordination, interviews, thus motivating learners; while mobile devices are presented
as enormously resourceful tools that enabled access to a wide range of information.
The emergence of new technological environment may revolutionize the
teaching learning process (Sanjaya Mishra and Rames C.Sharma 2005). The role of
the teacher will be different from the traditional classroom teaching. The teacher could
be a manager, monitor, role model, counselor, facilitator and a social worker. Teaching
methodology will shift from teacher-centered education to learner-centered education.
Teacher’s dominance will be replaced by the knowledge dominance. So students now
learn through computer teacher, television teacher, internet teacher and mobile teacher.
In future, teacher who applies these technologies in the classrooms will replace a
teacher who does not apply these technologies. The investigation end its findings will
help educational experts, thinkers, teachers and all those who are interested in the field
of education to focus their attention on the present problems. This findings and results
are not the end of the problem, but just a beginning of the search for innovation. By
applying these results, the quality of teaching learning process will improve.
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REFERENCES:
Aggarwal, Y.R., (1986) “Statistical Methods”, Sterling Publications Pvt. Ltd.,
New Delhi.
Bassoppo-Moyo, Temba C (2006) “Evaluating e-Learning: A Front-end,
Process and Post Hoc Approach’, International Journal of Instructional Media,
Vol.33, No.1, pp.7.
Best, J.W., (1983) “Research in Education”, Fourth Edition, Prentice Hall of
India, New Delhi.
Keegan and Desmond. (2002) “The Future of Learning: From e-Learning to m-
Learning”, Information Analyses; Opinion Papers.
Lam, Paul, Mc Naught and Carmel (2007) "Management of an e-Learning
Evaluation Project: The e3Learning Model”, Journal of Interactive Learning
Research, Vol.18, n3 p365-380.
Littlejohn, Allison., et al. (2009) “Characterising Effective e-Learning
Resources”, Computers & Education, Vol.50, No.3, pp.757-771
Morice, Jenny (2002) “Lights and Wires: Effective e-Learning”, Reports -
Evaluative; Speeches/Meeting Papers.
Peak, Berge, and Zane, L (2006) “Evaluation and e-Learning”, Online
Submission, Turkish Online Journal of Distance Education-TOJDE, Vol.7,
No.1, pp.124-131.
Rachna Rathore (2009) “Effective teaching through e-learning”, Edutracks.
Aug.2007. Vol-6, No-12, p.8
Sanjaya Mishra and Rames C.Sharma (2005) “Development of e-learning in
India, University News, Vol. 43, No.11, p.9.
Starkman, Neal. (2007) “e-Learning: Going the Distance”, T.H.E. Journal,
Vol.34, No.2, pp.18-24.
Thiyagu, K (2009) “M-learning is the future learning”, Edutracks, Vol.8, No.6.
pp1-3.
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ABOUT THE AUTHOR
`
K.THIYAGU (b.1981) was born at Kailasapuram, BHEL Township,
Tiruchirappalli District. He obtained first and second certificates (High school &
Higher secondary) from Boiler Plant Boys Higher Secondary School, BHEL Township,
Trichy. He obtained B.Sc., and M.Sc., (Mathematics) from St.Joseph’s College, Trichy,
affiliated to Bharathidasan University, B.Ed., from Manonmaniam Sundaranar
University, Tirunelveli, M.Ed., from Department of Educational Technology,
Bharathidasan University, M.Phil.,(Education) from Alagappa University, Karaikudi,
M.Phil., (Math) from Periyar University, Salem.
He has 5 years of teaching experience in various organizations. Now he is
working as Assistant Professor from Dr.Sivanthi Aditanar College of Education,
Tiruchendur. He contributed two books earlier in the area of ICT in Education. He also
contributed some research papers and articles in the area of models of teaching, ICT,
Higher Education & teacher education published in important journals in India like “i-
manager” “Edutracks” “University News” “Journal of Educational Research” “The
Indian Educational Researcher” and “New Horizons in Education”.
.