英文摘要

The Cultural Implications of Learning with Mobile Devices

John Traxler and Helen Crompton

In this paper, the focus is on the relationships between the ways in which people use mobiles for learning and the cultures they inhabit. It is a recognition that mobile learning to date is highly culturally specific, even in the fundamentals of its technology and its science, and that the expertise and experience of mobile learning is also culturally specific in spite of its rhetoric of globalism and internationality. The authors first present the definitions, history and distribution of mobile learning and then look at the ways in which culture is embodied in the technologies of mobile learning. The brief historical account of the original mobile learning community leads to remarks about the surge in interest in mobiles amongst the global agencies, foundations and organisations eager to deliver learning within development contexts. The common perceived priorities to scale and sustain lead to tensions around the cultural relevance of pedagogies and technologies developed in and delivered by the global North into the East and global South. Measures and metrics for culture are described as the basis for transferring educational formats from one culture to another. Finally, a reasoned basis is elucidated for transferring mobile learning from one cultural context to another.

Keywords: culture; mobile learning; Mlearning; m-learning; context; pedagogy

A Bibliometric Study on Mobile English Learning Literature in China (2004-2014)

Hu Chajuan and Shen Chunlei

The first Chinese article on mobile English learning was published in 2004. Employing both bibliometric and descriptive methods, this bibliometric study set out to explore problems in this field of research and its development trends in the past decade with samples published in the period 2004 - 2014 by journals covered by the Chinese Social Sciences Citation Index. Analysis of the samples indicates that Chinese research on mobile English learning has already entered a rational period. It is suggested that future research should be more pragmatic in nature, covering a full range of pedagogical designs as well as focusing on mobile technology-assisted acquisition of language skills, and learners’feedback and evaluation.

Keywords: mobile learning; English Learning; bibliometrics; content analysis; Chinese

An Empirical Study on the Effects of Information Carriers on Text Reading: A Comparison of Digital Reading and Print-based Reading

Zhou Yu, Wang Juan, Chen Jing and Li Yongfeng

This study adopted the instruments of behavioral experiments and eye tracking to investigate the effects of different information carriers on text reading. The results of the study indicate that there are no significant differences between digital reading and traditional print-based reading in relation to text understanding. It is also found that text types may lead to processing differences among different information carriers. Put more specifically, fixation durations are significantly longer in the case of reading expositions on tablet personal computers than those involved with electronic readers and print media; fixation durations are significantly longer in the case of reading novels on electronic readers than those involved with notebook computers and print media. To sum up, device types and text types may co-influence digital reading and print-based reading, but no significantly different effects on text understanding are found between the two types of reading. It is thus recommended that digital reading be promoted in education.

Keywords: information carriers; text reading’eye movement; text types

Towards an Evaluation Model and Index System for Corporate E-training

Lou Xuming and Meng Bao

With the rapid development of e-society, e-learning has become the first choice of corporate training. Timely and accurate assessment of corporate e-learning effect may impact on the long-term talent development strategy of the enterprises involved. Based on existing research in the field, and in light of the status quo of corporate e-training in China, this paper developed an evaluation model for corporate e-training. It also designed a corresponding index system with the Delphi method which consists of 3 level-one indexes, 9 level-two indexes and 22 level-three indexes. The index system was then verified using the analytic hierarchy process to calculate weightings and the fuzzy comprehensive evaluation method to evaluate corporate E-training outcomes.

Keywords: corporate e-learning; e-training; evaluation; index system

Measuring Service Quality of Community Education: An Empirical Perspective

Cao Wei

This paper reports on the operation of the digital community education service framework in Jiangyin, Jiangsu Province, China. An evaluation model for the service quality of community education was developed and an index system established. A pilot survey was conducted with revisions and adjustments made according to the feedback before large-scale implementation. The formal survey involved community residents, community education authorities and community management bodies with a focus on investigating two dimensions of the index system: community residents’perceptions of service quality and community management bodies’support of quality. Findings from the survey indicate that the proposed evaluation model is underpinned by sound theories with ease of operation and that the index system established has high reliability and validity. Meanwhile, problems and gaps are identified in relation to the service quality of community education in Jiangyin and solutions are also discussed. Findings from the study carry implications for enhancing the quality and sustainable development of community education in a wider context.

Keywords: community residents’perceptions of service quality; community management bodies’support of quality; community education service quality; evaluation model; index system

An Empirical Study of Personalized Recommendation by Adaptive Learning System in the Environment of B/S Model

Zhao Xuekong, Xu Xiaodong and Long Shirong

Developing personalized learning systems to cater for learner differences is a well-researched area. This paper proposes a model of personalized recommendation by the adaptive learning system in the B/ S environment. Based on learners and domain knowledge modeling, this model personalizes recommendation via association rule matching between learners’learning styles, cognitive proficiency and domain knowledge elements. Its validity is then verified through experimenting. Results from the experiment show that this model can considerably facilitate learners’knowledge construction and greatly enhance learning effectiveness and efficiency.

Keywords: adaptive learning system; personalized recommendation; learner model; domain knowledge model; association rule

（英文目录、摘要译者：肖俊洪）