外文翻译：职业中学学生对移动学习的使用与偏好

河北科技师范学院本科毕业设计外文翻译电视教材设计与制作微信公众学习平台的设计与开发 院（系、部）名 称 ： 教育学院 专 业 名 称：教育技术学 学 生 姓 名：刁建冬 学 生 学 号：1951150301 指 导 教 师：白继海 2016年12月23日 河北科技师范学院教务处制职业中学学生对移动学习的使用与偏好以奥地利、捷克共和国以及德国为例摘要本文的目的是确定在三个欧盟国家(奥地利、捷克共和国和德国)的职业教育和培训中学的移动设备使用和移动学习的现状。这一研究的重点是探索学生的移动设备使用习惯，在移动应用支持的背景下，他们对教育的态度，以及对移动学习功能的偏好。这项研究证实了中学生每天使用手机的高水平;智能手机和笔记本电脑是最常用的设备。绝大多数的参与者都认为自己是先进的移动设备用户，但报告称他们的移动学习经验不足。然而，大多数接受过教育辅助教育的受访者认为，这是一种积极的或非常积极的经历。此外，研究参与者倾向于认为移动学习将在未来的教育中扮演重要的角色。文章还对三国学生之间的差异进行了探讨，并对理解学生的移动学习观提出了若干建议。这些发现为在兽医中学环境中为移动学习应用开发提供了一个框架，为移动学习的实现提供了深入的见解。关键词:移动学习，中学教育，在线教学，学生移动设备使用，移动学习，移动教学一、绪论21世纪的全球互联网和移动发展，通过从根本上影响不同层次的交流、社会化和信息交流，不断地重塑着社会的存在。移动设备(笔记本电脑)、移动电话、平板电脑、可穿戴设备和类似设备的普及，极大地影响了信息的获取和使用。这样的变化影响了整个用户体验，包括各种屏幕、设备和渠道。移动设备是高度个性化的通信工具，使全球获得了数字信息的可能性，同时使其用户能够在他们的偏好的时间和地点开始接触他们想要的内容。此外，随着数字通信和无所不在的网络应用的出现，移动技术和功能的快速发展，以及各种各样的移动应用程序的日益普及，这一领域的学习前景正在改变。移动技术的不断变化，随之而来的是终端用户不断变化的特点、需求和需求，包括各种年轻的目标受众，比如学生。教育系统也深受这些变化的影响。摘要劳动力市场在现代经济中日益增长的知识和技能要求，为教育系统带来了各种挑战。这些系统经常与课程的协调和学习方法相冲突，以确保其用户的竞争力和专业发展。教育过程正在经历各个层面的改革，以决定教育系统的利益相关者与雇主之间的对话，从而决定一般和具体的能力。这些共同努力的潜在结果是，劳动力市场的流动性和竞争力的提高，以及促进终身学习作为参与现代数字化经济的重要组成部分。克服这些挑战的倡议已经在各种欧盟项目和国际组织中产生，比如联合国教科文组织，它强调了移动技术在教育系统现代学习过程中的战略重要性。移动技术明确地赋予了一种“现在和现在”的学习方式，提供“随时随地都可以获取信息、过程和通信”。通过社交媒体和无线连接增强的移动设备，为学生和教育工作者提供了高度个性化的学习机会。此外,不断连接的移动设备创造了互动和协作的机会，同时让学生可以使用社交媒体和Web 2.0工具进行内容创作和交流。基于网络的和移动技术可以显著减少对与工作相关的活动和教育的固定地点的依赖，从而提供明显的潜力，使业务导向和教育过程具有同样的潜力。此外，在课堂内将学生拥有的设备整合成为许多学校和大学的一种有效而有效的解决方案。郑、李、克鲁克斯和宋认为，新兴技术可以解决移动设备的技术限制，比如低分辨率、网络速度和平台可比性，在过去的几年里，这一领域已经取得了很大的进步。移动技术已经开始为移动教学和移动学习做出重大贡献，通过提供个性化的和定制的上下文学习体验。随着在不同层面上的更广泛的实施，技术很可能会继续证明它在吸引学生和授权教育方面的作用，从而成为对课堂体验的宝贵改进。此外，同样的作者得出结论，互联网和移动技术为彻底改变教育和学习提供了巨大的机会，但前提是知识渊博、富有创造力和思想开明的教育、教师和管理者接受这些教育和学习。本文的目的是根据来自三个欧盟国家的样本，确定在职业教育和培训中学的移动设备使用和移动学习的现状。这项研究的重点是探索学生的移动设备使用习惯，在移动应用支持的背景下对教育的态度，以及对移动学习功能的偏好。为了这个研究的目的，有几个研究问题被提出:学生多久上网一次?哪些类型的移动设备是学生拥有和使用的?哪一种设备被认为是他们的主要移动设备?移动设备使用的时间和频率是如何发生的?学生如何将自己视为移动设备用户?学生是否有过以前的国际教育经历?学生们如何看待他们以前的国际教育辅助教育经验?从学生的角度来看，移动学习的好处和障碍是什么?学生对移动学习软件的类型和特点有何偏好?在选择的国家中，受访者之间是否存在显著差异?二、移动学习随着移动设备在过去10年的普及，移动技术和移动设备的教育用途越来越多。各种各样的移动设备为学生提供了教育的机会，让他们可以访问课程内容，并与讲师和学生的同事交流，无论他们的物理位置是什么。移动学习研究的持续变化和显著的生产力特征是移动技术文化的发展。这些技术的发展促使教育工作者和研究人员都对不同类型的移动设备的教育应用进行了教育，以促进教学和学习。将技术融入教育过程是与21世纪学生互动和互动的一种基本方法。许多关于移动学习的定义已经被提出，但许多作者都同意了核心概念:移动学习是一种特殊的学习环境，它利用移动技术通过手持设备和无线网络。移动学习可以被看作是电子学习的一个独立的部分。其他的研究人员更多地关注于学习者和学习经验，但是主要的原则还是一样的。然而，吉卡斯和格兰特建议，移动学习不仅仅是由移动设备所支持的学习，它是一种特殊的学习类型，是正式的、非正式的、有环境意识的，而且是学习者的真实的。专注于移动学习的无缝组件，学习者可以在“多种情境中学习”，在这种情况下，他们可以轻松快速地从一个场景或环境切换到另一个场景，并将个人设备作为中介。从教育和技术的角度来看，移动学习提供了许多好处。学习过程可以是个性化的，无处不在的，但自发的和非正式的，以及实用和节省成本的。移动技术使学生和教育工作者能够很容易地分享信息，交流和协调项目。此外，移动学习使从教师主导的学习转变为学生主导的学习，从而使学生们心甘情愿地学习。更有效地使用这项技术。基于移动学习的特点，移动技术可以支持四种类型的方法:个性化学习、位置学习、合作学习和非正式学习。移动学习支持个性化学习，允许学生以自己的速度学习，而在现实环境中，所处的组件体现了移动设备的使用。当学生使用移动设备方便地与其他学生交流和交流时，协作学习就会完成。最后，非正式学习支持学生在课外学习。此外，彼得斯建议移动学习使新的交付方式非常适合“刚好够用，及时，适合我”的现代教育环境的需求。传统的学习过程可以通过移动设备的使用来丰富和发展。Miangah和Nezarat认为，移动学习并不是现有学习设备的替代品，而是在新环境中学习新功能的扩展。成功的个性化教育应用程序基于这样的原则:任何在学习过程中使用的软件都必须为所有学生提供相同的功能和可用性，而不管他们的独特能力。此外，管理移动学习可以让教育工作者从学习交付转向学习管理，同时帮助学习者在基于知识的经济中获得即时价值的特定技能。有人可能会说，移动学习的采用正逐渐成为一种全球公认的做法。日本女子学院成为第一个向学生提供移动学习设备的教育机构，帮助他们学习一门外语。紧随其后的是世界范围内的几项类似倡议。彼得斯指出，移动技术在不同的商业领域都是通用的，但它们用于学习的用途相对较少。有几篇论文探讨了学生对移动设备使用的态度以及他们在移动学习方面的经验。在他的研究中，泰勒得出的结论是，学生本身并没有为移动技术的发展提供任何教育的可能性。然而，最近的文章发现，青少年们对使用移动设备来玩游戏、娱乐和学习的目的有积极的态度，尽管他们在使用移动设备来学习相关活动方面没有什么经验。研究人员强调，有必要对移动学习进行良好的学习支持，以提高学习能力。学生的学习成绩。更具体地说，最近的一项研究表明，移动通知和学习分析可以用来促进自我调节的学习。在线大学的学生已经开始接受移动技术作为一种新的学习工具，而接受移动设备已经直接和间接地影响了他们的学习成绩。然而，根据Barreh和Barreh的说法，在高等教育环境中，移动学习并没有广泛传播，因为它还在测试阶段。此外，对移动学习型的研究主要是基于这一技术在教育中的挑战和机遇，特别是在网络远程教育中。维勒曼和雷若农(2014年)的一篇研究论文，通过使用移动应用程序的音频和视觉记录来促进课堂学习的实践。此外，移动技术和多媒体的使用增加了学生对特殊教育需求的兴趣，帮助他们在娱乐的同时学习。显然，为了教育目的使用移动学习方法有很多的计划，但是关于这个主题的学术和专业研究仍然是有限的，因此为进一步的研究活动提供了一个未知的领域。Mobile Learning Usage and Preferences of Vocational Secondary School Students: The cases of Austria, the Czech Republic, and GermanyAbstractThe purpose of this paper is to determine the current status of mobile device usage and mobile learning adoption in vocational education and training (VET) secondary schools in three European Union countries (Austria, the Czech Republic, and Germany). The research focused on exploring students mobile device usage habits, their attitudes toward education in the context of mobile application support, and preferences regarding mobile learning features. The research confirmed a high level of mobile device usage among secondary school students on a daily basis; smartphones and laptops were the most commonly used devices. The vast majority of participants perceived themselves to be advanced mobile device users, but reported a deficit of ICT-assisted mobile learning experience.However, the majority of respondents with prior ICT-assisted education experience described it as a positive or very positive experience. In addition, study participants tended to agree that mobile learning will play a significant role in education in the future. The paper also explored the reported differences among the students in the three countries and suggested several implications for understanding students views of mobile learning. The findings provide insights into possibilities of m-learning implementation while creating a framework for m-learning application development in the VET secondary school environment.Key words: mobile learning, secondary school education, online teaching, student mobile device usage, m-learning, mobile teachingIntroductionThe global Internet and mobile development of the 21st century are persistently reshaping the social existence by fundamentally affecting the various levels of communica-tion, socialization, and information exchange. Information access and usage have been significantly influenced by the adoption of mobile devices such as portable computers (laptops), mobile phones, tablets, wearables, and similar devices. Such change is affecting the entire user experi-ence across various screens, devices, and channels (Adams, Burkholder, & Hamilton, 2015). Mobile devices are highly individualized communication tools (Bacile, Ye, & Swilley, 2014) that have made global access to digital information possible while enabling its users to initiate engagement with desired content at the time and place of their preference (Fulgoni, 2016). Furthermore, the learning landscape is being transformed by the emerging influence of digital com-munication and omnipresent network-based applications, rapid advancement in mobile technologies and features (Wu et al., 2012), and growing availability of various mobile ap-plications (or apps, for short) (Hsu, Rice, & Dawley, 2012). The growing changes in mobile technologies are followed by the changing characteristics, needs, and demands of the end-users, including various young target audiences, such as students (McLoughlin & Lee, 2010).Education systems are heavily influenced by these changes as well. The labor markets increasing knowledge and skills requirements in the modern economy have created various challenges for education systems. These systems operate in constant conflict with the harmonization of curriculum and learning methods created to ensure competitiveness and professional development of its users. The education process is experiencing reforms on all levels to determine both general and specific competences as a result of a dialog between education systems stakeholders and employers. The potential end result of these combined efforts is an increased mobility and competitiveness within the labor market together with the promotion of lifelong learning as an essential part of participation in the modern, digitally enhanced economy. The initiatives for overcoming these challenges have been created in various European Union programs and international organizations, like UNESCO, which emphasize the strategic importance of mobile tech-nology adoption in education systems modern learning process. Mobile technology clearly empowers a “here-and-now” type of learning, providing “anytime and anywhere access to information, processes, and communication” (Martin & Ertzberger, 2013, p. 76).Mobile devices enhanced with social media and wireless connectivity are enabling highly personalized learning opportunities for both students and educators. Moreover,constantly connected mobile devices create opportunities for interaction and collaboration while enabling students to engage in content creation and communication using social media and Web 2.0 tools (Gikas & Grant, 2013). Inter-net-based and mobile technologies can significantly reduce dependence on fixed locations for work-related activities and education, thereby providing the obvious potential to equally empower the business-oriented and educational processes (Peters, 2007). In addition, the incorporation of student-owned devices within the classroom is becoming an efficient and effective solution for many schools and universities alike (Blackboard, 2012).Cheon, Lee, Crooks, and Song (2012) argued that the emerging technologies could resolve the technical limita-tions of mobile devices, such as lower resolution, network speed, and platform comparability, and much improvement has been made in this area over the last few years. Mobile technologies have started to make significant contributions to mobile teaching and mobile learning by providing per-sonalized and customized contextual learning experiences (Brown & Mbati, 2015). With broader implementation on different levels, technology will most likely continue to prove its usefulness in engaging students and empowering education, thereby becoming an invaluable improvement to the classroom experience (McQuiggan, McQuiggan, Sabourin & Kosturko, 2015). Furthermore, the same authors concluded that Internet and mobile technologies offer great opportunities to drastically change education and learning, but only if knowledgeable, creative, and open-minded edu-cators, teachers, and administrators embrace them.The purpose of this paper is to determine the current status of mobile device usage and mobile learning adoption in vocational education and training (VET) secondary schools based on samples from three European Union countries (i.e., Austria, the Czech Republic, and Germany). The research focused on exploring students mobile device usage habits, attitudes toward education in the context of mobile appli-cation support, and preferences regarding mobile learning features. For the purpose of this research, several research questions were formulated: How often do students go online? Which types of mobile device do students own and use? Which device is considered their primary mobile device? When and how frequently does mobile device usage occur? How do students perceive themselves as mobile device users? Do students have any previous ICT-assist-ed education experience? How do students perceive their former ICT-assisted education experience? What are the benefits and barriers of mobile learning from the students point of view? What are students preferences regarding the types and features of mobile learning software? Are there any significant differences among respondents in the selected countries?Mobile Learning (m-learning)With the worldwide popularization of mobile devices over the last decade, interest in the educational use of mobile technologies and mobile devices has been increasing. Various mobile devices provide educational opportunities for students to access course content and interact with both lecturers and student colleagues regardless of their physical location (Cavus & Ibrahim, 2009; Gikas & Grant, 2013; Kukulska-Hulme & Shield, 2008; Richardson & Lenarcic,2008). The constant change and significant productivity in mobile learning research are characterized by development in mobile technology culture (Hsu & Ching, 2015; Rushby, 2012; Taylor, 2011; Wu et al., 2012). These technological developments have motivated both educators and research-ers alike to take a pedagogical view on developing educa-tional applications for various types of mobile devices in order to promote teaching and learning (Kearney, Schuck, Burden, & Aubusson, 2012; Wu et al., 2012). Integrating technology into the education process is an essential method of engaging and interacting with students of the 21st century.Many definitions of mobile learning (or m-learning in short) have been put forth, but many authors agree on the core concept (Amara, Macedo, Bendella & Santos, 2015; Barreh&Abas, 2015; Chu, Hwang & Tsai, 2010; Hwang & Chang, 2011; Sharples, Corlett, & Westmancott, 2002; Valk, Rashid,&Elder, 2010): M-learning is a specific learning environ-ment that takes advantage of mobile technologies through handheld devices and wireless networks. M-learning can be perceived as an independent part of e-learning (Park, Nam & Cha, 2012). Other researchers have focused more on learners and learning experiences, but the main principles generally remain the same (Barreh & Abas, 2015). However, Gikas and Grant (2013) suggested that m-learning is more than just learning supported by mobile devices; it is a specific learning type that is formal and informal, context-aware, and authentic for the learner. Wong (2012, p. E19) focused on the seamless component of m-learning where a learner can learn in a “variety of scenarios and in which they can switch from one scenario or context to another easily and quickly, with the personal device as a mediator.”M-learning provides numerous benefits from both an educa-tional and technological point of view. The learning process can be personalized and ubiquitous, yet spontaneous and informal (Miangah & Nezarat, 2012) as well as practical and cost-saving (Cheon et al., 2012). Mobile technologies enable students and educators to share information easily, communicate, and coordinate projects (Snell & Snell-Siddle, 2013). Furthermore, m-learning empowers the shift from teacher-led learning to student-led learning (Boticki, Baksa, Seow & Looi, 2015; Land & Zimmerman, 2015; Miangah & Nezarat, 2012), thereby resulting in students willinglyusing the technology more effectively. Based on the features of m-learning, four types of approaches can be supported by mobile technologies: individualized learning, situated learning, collaborative learning, and informal learning (Cheon et al., 2012). M-learning supports individualized learning by allowing students to learn at their own pace while the situated component embodies the use of mobile devices to learn within a realistic context. Collaborative learning is accomplished when students use mobile devices to easily interact and communicate with other students. Finally, informal learning supports students in learning outside of the classroom at their own convenience (Jones, Scanlon & Clough, 2013). In addition, Peters (2007, p. 1) suggested that m-learning enables the new methods of delivery that are highly suited to the “just enough, just in time, and just for me” demands of modern education environments.The traditional learning process can be enriched and de-veloped through the usage of mobile devices. Miangah and Nezarat (2012) argued that m-learning is not a substitute for existing learning devices, but an extension for learning in the new environment with new and improved capabilities. Successful personalized educational applications are based on the principle that any software used within the learning process must provide the same level of functionality and usability for all students, regardless of their unique abilities (Grant & Basye, 2014). Furthermore, managing m-learn-ing can allow educators to move from learning delivery to learning management and simultaneously help learners acquire specific skills of immediate value in the knowl-edge-based economy (Peters, 2007).One could argue that m-learning adoption is slowly becoming a worldwide accepted practice (Hwang & Wu, 2014). OsakaJogakuin College in Japan became the first educational insti-tution to provide m-learning devices (tablets) to its students to assist in learning a foreign language (McCarty, 2005). It was soon followed by several similar initiatives worldwide (Hsu, Hwang & Chang, 2013; Lim, Fadzil & Mansor, 2011). Peters (2007) suggested that mobile technologies were in common use in different commercial sectors, but their use exclusively for learning was relatively rare. Several papers have addressed students attitude toward mobile device usage and their experience with m-learning. In his research, Taylor (2011) concluded that students themselves did not articulate any educational possibilities for mobile technol-ogies. However, more recent articles have found that teen-agers/students possessed positive attitudes toward the use of mobile devices for gaming, entertainment, and learning purposes (Kee & Samsudin, 2014; Snell & Snell-Siddle, 2013), although they had little experience in using mobile devices for lea