An investigation‐based learning model for using digital libraries to support mobile learning activities
| Date | 09 August 2011 |
| Published date | 09 August 2011 |
| Pages | 488-505 |
| DOI | https://doi.org/10.1108/02640471111156759 |
| Author | Ju‐Ling Shih,Gwo‐Jen Hwang,Yu‐Chung Chu,Chien‐Wen Chuang |
| Subject Matter | Information & knowledge management,Library & information science |
An investigation-based learning
model for using digital libraries to
support mobile learning activities
Ju-Ling Shih, Gwo-Jen Hwang, Yu-Chung Chu and
Chien-Wen Chuang
Department of Information and Learning Technology,
National University of Tainan, Tainan, Taiwan
Abstract
Purpose – This study proposes a mobile learning model that employs digital libraries to support
investigative learning activities. A student-centered mobile learning activity with self-guided
exploration for physical ecology observation has been conducted to demonstrate the benefits of using
digital libraries to support investigation-based ecology learning activities.
Design/methodology/approach – An investigation-based mobile learning model is proposed and
an experiment is designed to show the effectiveness of the learning model, in which the students are
asked to answer a series of questions by observing the real-world learning objects and searching for
supplemental materials from a digital library.
Findings – The instructional experiment conducted in an elementary school with 64 sixth grade
students shows that the innovative approach is able to improve the learning achievement, learning
effectiveness, as well as the learning attitudes of the students.
Practical implications – The findings of this paper imply that the use of the investigative learning
model will significantly promote the utilization rate of digital libraries.
Originality/value – An investigative model for using digital libraries to support mobile learning is
proposed in this paper. It provides good guidance to teachers for designing learning activities with
digital libraries, and a good way for students to learn, utilizing the materials in digital libraries.
Keywords Digital libraries,Learning, Investigation-basedlearning, Mobile learning,
Instructional str ategies
Paper type Research paper
1. Background and motivation
The fast advance of computer and communication technologies has changed the ways
of providing services in libraries and learning in schools. The development of new
digital library technologies to support educational purposes has been recognized as an
important issue by researchers (Uzoka and Ijatuyi, 2005; Saeed, 2006). In the meantime,
with such rich digital resources in digital libraries, scholars and educators are
searching for efficient and reliable methods to properly use materials that can help
them meet the needs of instruction, assessment, and professional development. In an
increasingly complex technology-based world, there are demands for corresponding
instructional strategies and learning activities to enhance educational value (Chu et al.,
2008).
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0264-0473.htm
This research was supported by the National Science Council in Taiwan under projects NSC
97-2511-S-024 -009-MY2 NSC 98-2511-S-024-006-MY2 and NSC 98-2631-S-024-001.
EL
29,4
488
Received December 2009
Accepted January 2010
The Electronic Library
Vol. 29 No. 4, 2011
pp. 488-505
qEmerald Group Publishing Limited
0264-0473
DOI 10.1108/02640471111156759
Furthermore, with the aid of mobile and wireless technology, educational practice
can be embedded into mobile life with wireless communication. Consequently, mobile
or ubiquitous learning, which can be conducted outdoors or indoors with support from
the Internet, has become a widely discussed issue (Chen et al., 2003; Homan and Wood,
2003; Rogers et al., 2005; Hwang et al., 2008; Hwang et al., 2009). In recent years, mobile
learning has increasingly attracted the interest of educators, researchers, and
companies that develop learning systems and publish instructional materials (Huseyin
et al., 2009). Mobile technologies fulfill educational dreams by providing the possibility
of creating innovative learning experiences that can take place in a variety of outdoor
settings (for example, parks, city centers, woodlands) (Chu et al., 2010; Hwang et al.,
2010) and in indoor settings (for example, museums, learning centers, labs, the home)
(Rogers et al., 2005). The use of portable technologies makes it easier for learners to
study when and where they want by making it simple for them to transport their
learning materials. It also facilitates just-in-time learning in that learners can take
advantage of unexpected free time since they frequently have their devices with them
(Chris, 2008).
One of the major difficulties of applying digital libraries to instruction and learning
is the lack of an effective model for teachers and students to follow (Chu et al., 2008).
Without any guidance for the teachers, digital libraries are seldom considered as part
of the learning resources when designing learning activities. Therefore, it has become
an important but challenging issue to develop a learning model that guides the
teachers to properly include digital libraries as an important element for developing an
effective learning activity.
In this study, a mobile learning model is proposed for teachers to utilize digital
libraries to support investigative learning activities. A student-centered mobile
learning activity with self-guided exploration for physical ecology observation has
been conducted to demonstrate the benefits of using digital libraries to support
investigation-based ecology learning activities.
2. Literature review
Information is a basic human need, and civilization advances when people are able to
apply the right information at the right time (Edward and Marchionini, 1998). Digital
libraries combine technology and information resources to allow remote access,
breaking down the physical barriers between resources (Marchionini and Maurer,
1995). With digital libraries, learners can actively use different resources to study a
subject and to solve meaningful problems (Anohina, 2005). On the other hand, teachers
and learners are required to manage the large amount of information and to select
those resources that satisfy their curiosity or learning needs; therefore, it is imperative
for digital libraries and tools to provide an easy-to-use and efficient user interface, to
have demonstrable value, and to fit into existing contexts, while not adding
complications to the already busy lives and heavy workload of teachers and learners
(Swaim and Swaim, 1999).
Resource-based learning can be illustrated as a learning model in which students
learn from their own interaction with a wide range of information resources rather than
from conventional class exposition (Rakes, 1996). There has been an emphasis on
students’ learning to be self-regulated from the interaction with a wide range of
learning resources (Neumann et al., 2005; Rakes, 1996). It has motivated the
An investigation-
based learning
model
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