Artikel

Background

Isu / gap

Teori / Conceptual
Framework / IV dan
DV

Methodology

Main Finding /
Sudgestion / Future Rsh

Mobile Learning and BYOD

Akour, H.(2009). Determinants of
mobile learning acceptance: An
empirical investigation in higher
education. Retrieved from ProQuest

research questions:
(a) What are the factors that determine
student acceptance of mobile learning?
(b) Which factors are the most
important or have the most influence
on student acceptance of mobile
learning?
(c) How does mobile learning
acceptance compare across student
groups?

The purpose of this

study was to investigate
the determinants of
mobile learning
acceptance in higher
education. Mobile
learning is a rapidly
growing method of
learning that utilizes
mobile devices to
deliver content.

presence of large
technology
literacy gap
(techno-literacy
gap) between
universities and
the new
generation of
students

mobile learning
theory was
derived from
technology
acceptance
theories
(TAM)

Kuantitatif
Survey
-based on
literature and
past research
Soal selidik

The study
developed a new
model Mobile
Learning
Acceptance
Model (MLAM)
that extended
the Technology
Acceptance
Model (TAM).
explains the
important factors
that influence
acceptance
of mobile
learning among
university
students

Sample :
3,054 students
comprising
Oklahoma State
University (OSU)
freshmen class
starting in Fall
2008
at OSUs
freshmen
orientation camp.
Konstruk :
1.student
readiness (self
efficacy and
commitment)
2.Ease of access
(convenience)

Usefulness was the

stronger predictor of
acceptance through
its direct and indirect
influence on
behavioral
intention to use
(primary predictor of
acceptance and use)
Extrinsic influence
and
student readiness
were found to be the
most influential
factors in the model
prior experience has
significant affect on
acceptance of mobile
learning by students.
Students who used
their
device for learning in
the past had stronger
perceptions of
usefulness of mobile
learning additionally
their behavioral
intention to use was

3.quality of
service (content
quality, reliability
and response,
personalization,
and privacy and
security),
4.etrinsic
influence
(superior
influence
and peer
influence),
university
commitment
(university
support)

TAM
usefulness, ease
of use, attitude,
and behavioural
intention

Crisp,C. B. & Williams, M. L. (2009).

Mobile device selection in higher
education:
iPhone versus iPod touch. Retrieved
from
http://www.acu.edu/technology/mobilel

Mobile devices are

rapidly becoming the
most common interface
for accessing network
resources (Hall, 2008).
By 2015 the average

exploratory,
longitudinal study
at iUniversity
incoming

stronger.

majority of
students felt
positively about
m-Learningand
that its a form of
learning that
should be
embraced
Another key finding
is the potential
benefits that mLearning could
provide for
Disabilities.
external factors
of (a) student
readiness, (b) quality
of service, (c)
extrinsic influences,
and (d) university
commitment are all
determinants of
mobile learning
acceptance.

users' device
selections were
affected by their
perceptions of the
costs of the devices,

earning/documents/research/crisp/mobi
ledevice-selection.pdf
This study seeks to expose the
factors that would influence higher
education students
to :
(a) choose an iPhone or iPod touch
if given the choice of a free
device by the institution
(b) the consequences this choice
has on various student
outcomes.

18-year old will spend

the majority of their
computing time on
mobile devices (Basso,
2009).
Many universities are
offering learning
initiatives and mservices designed to
distribute content and
services to mobile
devices.

three key factors that were found to

influence the decision on which mobile
device to select were
(a) perceived costs, including
services and
maintenance;
(b) perceptions of device
characteristics, including usefulness,
ease of-use, and enjoyment; and
(c) social influence, including
expectations of parents, peers, and
faculty.

Student outcomes
based on the device
selected included (a)
the students attitude
toward using the device
as part of the college
experience
(b) device satisfaction
(c) decision
confidence.

Motiwalla, L. F. (2007). Mobile learning:

A framework and evaluation.
Computers &
Education, 49(3), 581-596. doi:
10.1016/j.compedu.2005.10.011

This article seeks to

propose and
demonstrate how
learning can be
extended to wireless
handheld devices
through a mobile
learning framework

how ML has evolved globally in higher

education, including

freshmen
receivedtheir
choice
of an Apple
iPhone or iPod
touch

the
devices' relative
characteristics, and
the social influence
of parents
users' attitude,
satisfaction, and
confidence about
their device selection
varied
across devices, with
iPhone users having
more favorable
perceptions.

The author states

that the power of mLearning
technology can be
leveraged by
complimenting
existing courses with
value-added

(a) the ability to utilize spare time

while traveling to finish homework or
lesson preparation;
(b) the ability to provide continuous
two-way conversations and interactions
between the teacher and learner, as
well as learner to learner; (c) the ability
to communicate
asynchronously;
(d) the ability to use SMS messaging for
sharing ideas on discussion topics in
class;
(e) the ability to create mobile tools to
enable learning and communication
between a higher education institution
and its students,
faculty, and staff.

Norris, C. A. & Soloway, E.(2011).

Learning and schooling in the age of
mobilism.
Educational Technologies, 51(6), 3-10.
Retrieved from
http://cecs5580.pbworks.com/w/file/fetc
h/50304204/Soloway%20Ed
%20TechLearning%20and%20Schooling
%20in%20the%20Age%20of
%20Mobilism.pdf

The author proposes a

mobile learning
framework comprised
for two levels:
(a) mobile connectivity,
which focuses on the
applications and
technology used by
commercial
establishments to
extend electronic
commerce;
and
(b) e-learning, which
focuses on the use of
the Internet and other
information and
communication
technology.

Speeding past the Steve

Jobs Post-PC Era into the
Age of Mobilism, the
authors foresee how, by
2015, each and every
student in Americas K
12
classrooms will be using
their own mobile
computing device, with
those devices

features such as
alerts, personalized
agents,
communication aids,
and access to
interaction or
discussion utilities
that help users
convert their dead
time to productive
time while in transit
Motiwalla states
some
consequences to the
use of mobile
technologies by
learners, including
information and
interaction overload
due to the ability of
being connected
anytime and
anywhere.

In a we learn
pedagogy, the
mobile device affords
the opportunity by
which students can
gain direct access to
all manner of content
as well as manipulate
and create content.
In the authors

This article seeks to explore the

opportunity for learning and schooling
that is engendered by the Age of
Mobilism. The authors present three
main topics in exploring this
opportunity:
(a) the defining characteristics of the
Age of Mobilism,
(b) evidence to support the claim that
the appellation Age of Mobilism (p. 3)
is warranted
(c) what happens when each student in
a
classroom has their own mobile
learning device?
According to Norris and Soloway, the
defining characteristics of the Age of
Mobilism include :
(a) connecting people all the time,
everywhere; (b) affordability of
handheld mobile devices, and (c) the
global interest in mobile computing
Finally, the authors state that a shift
from an I teach (p. 7) pedagogy,
where the teacher and textbook
provide students with content and skills
they need to master, to a we learn (p.
7)
pedagogy where the teachers role is
transformed from the giver of
information to
the director of learning

engendering the most

disruptive
transformation in
education in 150 years.
Classrooms will move
from todays I Teach
teacher-centric and, by
and large,
ineffective and boring
pedagogy to a We
Learn pedagogy where
the teacher
learns along with the
students, mastering
content and practicing
the key 21st
century skills
The authors state that
from 1995 to 2008,
desktop computer sales
dominated, until in
2008, when laptop
sales surpassed desktop
sales.

opinion, the device

that the majority of
students will bring
into the classroom
under a BYOD
mandate will be a
smartphone and not
a tablet due to the
higher cost of the
tablet, the
connectedness
offered by the phone,
and the size.

Sharples, M., Taylor, J., & Vavoula, G.

(2010). A theory of learning for the
mobile age:
Learning through conversation and
exploration across contexts.
Medienbildung in
Neuen Kulturraumen (pp. 87-99). doi:
10.1007/978-3-531-92133-4_6
Children are developing new skills and
literacies enabled by mobile devices,
such as SMS texting, microblogging
(writing diaries and weblogs on mobile
devices) and mobile video creation. A
new generation of location-aware
mobile phones will offer further
possibilities, of education services and
educational media matched to
the learner's context and interests.
This article seeks to propose a theory of
learning for a society of ever increasing
personal and social mobility, with a
focus on the communicative interaction
between the learner and their
technology to advance knowing
The authors state that education in the
mobile age doesnt replace formal
education; rather, it offers a way to
extend the support of learning outside
of the classroom.
The authors refer to three areas that

Most adults and

adolescents in
developed countries
now own mobile phones
and media devices, and
for many people in
developing countries a
mobile
phone can offer the only
means of sending long
distance messages
In a parallel
development to the
spread of personal
technology, since the
early 1980s schools,
colleges and
universities have
experimented with
handheld technology for
learning,
including classroom
response systems, data
probes, and handheld
writing tools.
As personal mobile
technologies for
learning become more
widespread, studies are
starting to show
evidence of the value of
incorporating mobile

The authors
contend that
rather than
seeing mobile
communication
and online
communities as a
threat to formal
education,
educators need
to explore
how learning can
be transformed
for the mobile
age

The authors state

that
mobile technology
can provide, enrich,
or enable the
environment in which
conversations take
place, though for
conversations to
have meaning in a
mobile world, they
must have context.
implications of
learning as
conversations across
contexts does the
following:
(a) it removes the
traditional ground of
education as the
transmission or
construction of
knowledge within the
constraints set by a
curriculum, and
(b) it replaces this
traditional ground of
education with a
cybernetic process of
learning through
continual negotiation
and

comprise a framework for education in

the mobile age:
(a) learning as a conversation,
(b) the creation of a context for
learning
through continual interaction, and
(c) a process of appropriation.

devices in teaching and

learning and also
substantial issues,
including conflicts
between informal
learning with personal
devices and traditional
classroom education
(Sharples,
2007)

Vogel, D., Kennedy, D., & Chi-Wai Kwok,

R. (2009). Does using mobile device
applications lead to learning? Journal of
Interactive Learning Research, 20(4),
469-485.

Assessing the impact on

learning of the use of
mobile devices and
associated applications
is a complex challenge

The projects seeks to

(a) develop and evaluate the use of a
range of tools designed to support
instructors in their quest to match the
student learning outcomes with
appropriate activities, assessment and
feedback;

This article reports on a

series of interventions
that illustrate limited
success in exploring the
implications of mobile
applications in
educational
contexts.

(b) develop the technical infrastructure

that enables instructors and students to
collaboratively author activities over a
network;
(c) develop the technical infrastructure
that allows lecturers to monitor student
activity and learning outcomes from
within the universitys learning
management system; and

The authors provide a

background on learning
in educational contexts,
in
organizational contexts,
and with mobile devices
as a backdrop to
describing a
project conducted at the

Exploration.

Issues raised
include student
appreciation of
deep learning
and time
management as
well as aspects
of intrinsic and
extrinsic
motivation.

This article
reports on
progress to date
in a longitudinal
study using a
design research
approach with
three cohorts of
800 students
each.
CityU provided
every
first-year UG
student with a
personal digital
assistant (PDA) in
the fall of 2004.
Findings :
The authors
conclude that the
use of mobile
technology for

Results are
encouraging in terms
of learning
enhancement
through select
mobile application by
a cadre of students
but discouraging in
terms
of sustained use by
the majority of
students.
Results demonstrate
the need for
integrated,
pedagogically driven
instruction and
institutional efforts
Some notable results
:
(a) use of the
PDAs for instructional

(d) provide advice and support for

creating a learning environment
supported by
mobile technology.

City University of Hong

Kong (CityU) that seeks
to create
a mobile learning
environment

learning is a
complex
problem domain
that justifies rich
methodological
process engaging
both further
evaluation and
theory.

purposes was strong

in the beginning of
the academic years,
but waned in later
months of the year;
(b) broader use of
the PDAs across
courses
that didnt require
their use did not
emerge;
(c) faculty
development in
terms of integrating
mobile technology
was varied and
depended on the
faculty members
personal interest;
(d) faculty were
generally more
engaged in
supporting existing
pedagogy rather
than innovating the
curriculum; and
(e) administrators in
general had not
committed to a
mobile-oriented,
student-centered
experience which

was needed to
emerge as an agreed
upon vision with the
academics.
The authors conclude
that a future of
leveraging mobile
technology for
learning seems
uncertain at this
time.
embracing the use of
mobile technology
goes beyond student
acceptance of the
technology, but also
embraces a variety
of instructor,
pedagogy, and
institutional issues
and challenges
Wang, R., Wiesemes, R., & Gibbons, C.
(2011). Developing digital fluency
through
ubiquitous mobile devices: Findings
from a small-scale study. Computers &
Education, 58(1), 570-578. doi:
10.1016/j.compedu.2011.04.013
The purpose of this article is to report
on a small-scale, m-Learning study
conducted by the authors in order to
explore the presumed benefits of

As part of the Visual

Learning Labs initiative
of promoting visual
learning supported
through technologies in
Higher Education, this
VLL-funded study
explored part-time
mature doctoral
students use and
perceptions of a mobile
device in support of

what constitutes
a meaningful
mobile learning
experience which
takes into
account the
different
biographical and
life stage factors
It challenges the
ongoing debate

Six students
participated in
the study for a
period of six
months. The
Methodology was
qualitative and
included semistructured exit
interviews.
Each participant

The authors
acknowledge that
the technical
capability of mobile
devices is a crucial
factor in developing
and
Sustaining feasible
m-Learning.

mobile learning for postgraduate

student groups
exploration of aspects was covered in
the a number of interviews conducted
by the authors
, including
(a) the types of learning materials that
each participant accessed,
(b) the volume of material accessed,
(c) perceived
effectiveness of the learning material,
(d) uptake of different types of
material,
(e) time management benefits, and
(f) uses of the technology that were
unforeseen.
Several themes emerged from the
analysis, including :
(a) the mobile device was
used as a storage tool to review files
and store data;
(b) the audio recording functionality
was used frequently to record thoughts
and ideas;
(c) hardware limitations of the devices,
such as the poor resolution of the builtin camera, led
the participants to rely on other
devices; and
(d) wireless Internet access failures
Were met with a great deal of
disappointment.

their research activities

The study was
conducted by the
Graduate School in
collaboration with the
School of Nursing at the
University of
Nottingham

on generational
issues on uses of
mobile or other
digital
technologies and
Leads to
discussion of the
concept of digital
fluency with all
learners.

was given an HTC

Mobile Pocket PC
Smartphone.
An exploration of
aspects was
covered in the a
number of
interviews
conducted by the
authors

Song, Y. 2014. Computers & Education Bring

Your Own Device ( BYOD ) for seamless
science inquiry in a primary school.
Computers & Education, 74, 5060.
doi:10.1016/j.compedu.2014.01.005
The study aims at investigating :
(a) what advancement of content
knowledge students made in their
science inquiry in a seamless learning
environment supported by their own
mobile device;
(b) how the students advanced their
content
knowledge in science inquiry; and
(c) what students perception is
regarding their learning experience
supported by their own mobile devices.
LR:
MacGibbon (2012)maintains that the
concept of BYOD is simple: if a student
already has a preferred mobile device
at home, it is practical to bring it to
school rather than duplicate cost and
waste learning time to navigate a
school-issued device.
BYOD is considered a technology model
for learning in the 21st Century which
isMobile Devices + Social Media =

This paper reports a

one-year study on the
project ofBring Your
Own Device (BYOD) for
seamless science
inquiryin a primary
school in Hong Kong.
BYOD in this study
refers to the
technology model
where students bring a
personally owned
mobile device with
various apps and
embedded features to
use anywhere, anytime
for the purpose of
learning.
LR :
In recent years, more
and more studies have
attempted to
investigate how mobile
learning can be
leveraged to increase
student engagement
and teacher productivity
through the Bring Your
Own Device (BYOD)
model (e.g.,Project
Tomorrow, 2012;
Rinehart,2012).

How school
students
perceive and use
these various
types of
personally owned
devices to
support their
science inquiry in
a seamless
learning
environment has
rarely been
explored.
how BYOD works
for inquiry-based
pedagogical
practices in
authentic
Learning
environment has
rarely been
studied.
LR :
It is important to
understand what
primary school
students
perception of
BYOD for
seamless inquirybased learning in
science.

mobile apps
were used :
(a) Edmodo
(b) Evernote
(c) Skitch
Model :
1. Engage
2. Explore
3. Observed
4. Explain
5. Reflect
6. share

The topic of
inquiry wasThe
Anatomy of Fish
Data collection
included
1. pre- and postdomain tests,
2. self-reported
questionnaire,
student
artefacts,
class
observations
3. field notes.
4. Questionnaire
(perceptions)
Content analysis
and a student
artefact tracing
approach were
adopted in the
data analysis to
examine and
trace students
knowledge
advancement

The research findings

show that :
the students
advanced their
understanding of
the anatomy offish
well beyond what
was available in the
textbook and they
developed positive
attitude toward
seamless science
inquiry supported by
their own
mobile devices.
Pre test :
Not focused on the
anatomy of fish
Post test :
focused more on the
anatomy of fish and
the functions of the
body parts

implications.
- the BYOD technology
class of Grade Six
model in
with twenty-eight
conjunction with an
students in a
inquiry-based
primary school in
pedagogy was
Hong Kong,
shown to have a
adopting a
positive impact on
mixed research

Personalized Learning
(Project Tomorrow, 2012). Although
BYOD is generally considered to help
promote better outcomes via a more
personalized learning and an enhanced
engagement between home, school
and other spaces.

According toAlberta
Education (2012), BYOD
refers totechnology
models where students
bring a personally
owned device to school
for the purpose of
learning.

The use of the

technology alone
would be
insufficient to
foster learning
without the
adoption of
appropriate
pedagogies
(Ertmer &
OttenbreitLeftwich, 2013).

method
(Creswell, 2008)

students
knowledge
Advancement.

BYOD/Mobile Technology with Economic course

Artikel

Scott, R. H. 2011. Tableau conomique:

Teaching Economics with a Tablet
Computer. The Journal of Economic
Education, 42(2), 175180.
doi:10.1080/00220485.2011.555720
Classroom Applications :
1. Projection
2. Digital ink (stylus pen)
3. Sharing (collaborative)
4. Screen casting
Besides a tablet, a wireless network projector is

Background
The typical method of
instruction in economics
is chalk and talk.
Economics courses
often require
writing equations and
drawing graphs and
charts, which are all
best done in freehand.
Unlike static
PowerPoint
presentations, tablet
computers create
dynamic nonlinear
presentations.

Isu / gap

Teori / Conceptual
Framework / IV dan
DV

Methodology
I administered an
anonymous
survey in my
introductory
economics
classes.
My sample of 91
students is
representative of
the population of
undergraduate
students at my
university. Two of
my questions

Main Finding /
Sudgestion / Future Rsh
Tablets give
economics professors
mobility in their
classrooms by
freeing them from
their chalkboards.
This dynamic
nonlinear
presentation method
is more nteresting
to students and can
create exciting
collaborative learning
opportunities.

required to display a tablets screen in a

classroom and to give the professor the freedom
to walk around while writing and drawing
Besides handwritten
notes, professors can project to students anything
displayed on their tablets, such as Internet sites or
special programs (Sosin and Goffe 2006).
Another benet is that lectures can be recorded
(using screen-casting software) and shared with
students. This technology also can be used to
create dynamic online presentations.
This short article summarizes the primary
ndings of the existent literature and explains to
economics professors various ways in which
tablets can improve their teaching.

Wireless technology
allows professors to
write on their tablets
and project their notes
to students while
walking around their
classrooms. Professors
can save their
handwritten notes with
narration and distribute
them electronically. This
short article introduces
economics professors to
some ways in which
they can use tablets to
enhance their teaching.

focused on
tablets and were
measured using a
Likert scale

Tablets combined
with screen-casting
software (1) create active
online lectures that better
simulate a classroom
experience and (2) can
save regular lectures.
Perhaps the benets and
exibility of tablets will
encourage more
economics professors to
trade their dusty chalk for
digitizer pens.

3 pensyarah
bidang ekonomi
berkongsi
pendapat
berkenaan
penggunaan web
dalam
pengajaran dan
pembelajaran
ekonomi

KimMarie McGoldrick
writes of her more speci c
project to develop critical
thinking by using sites with
a variety of perspectives.

Most economics professors

use the chalk and talk method
of instruction (Watts and
Becker 2008).

Sosin, K. 1999. Explorations on Using

the Web for Teaching Guest.
Feminist Economic Routledge, 5(1),
7982.
The potential impacts of the web and widearea networks on teaching economics are
enormous.

How might on line

networks change
teaching ?
On-line resources offer new
possibilities and challenges to
teachers of economics.
In this Explorations section,
three U.S. professors of

Jean Shackelford guides

students through the
process of gathering and
evaluating information and
providing feedback via a
web form.

In addition to providing current information

and data, some textbooks are and more will
be completely on-line and accessible worldwide.

economics describe
their use of the web for
teaching.

Interview
respondent.

authors agree that

teaching students to
evaluate information
and to think critically
about economics is a
high priority and
that using the web can
help accomplish these
two objectives.

Most textbooks will have web sites with

additional information and updates for
Students and instructors, late-breaking
Economics news, and on-line activities.
for example, the FAIRMODEL for exploration
and simulation of macroeconomic
relationships.
Resource including 4000 working papers,
journals and articles in economic.

They also agree that

incorporating the web is
enjoyable f or both
students and teachers
and that students
evaluate it positively.

A few economics courses have established

electronic dialogues for student participation,
either in synchronous chat rooms or
asynchronous webboard postings that
create threads of discussion.

Becker, W. E. & M.Watts. 2001. Teaching

Economics at the Start of the 21st
Century: Still Chalk-and-Talk
Teaching Economics at the Start of
the 21st Century: American

Nancy Folbre explains how

using the web enlivens her
class.

If we can help students

enjoy economics
while teaching them as
much or more, surely
the effort is worthwhile

This new survey

replicates
our 1995 survey (Becker
and Watts, 1996).
Therefore, we can
compare the results

mailed a
questionnaire
similar to our
1995 form to
3,103
economists,

More than most other

academics,
economists should
recognize
that it is important to
consider alternatives

Economic Review, (FEBRUARY

2001). doi:10.1257/aer.91.2.446
RQ :
1. whether any increased
emphasis on teaching in
economics departments has led
to changes in how economics is
taught.
2. Do academic economists report
that they are now spending
more time on teaching?
3. Are there notable differences
across different types of
institutions
and courses?

from the two surveys to

document changes in
teaching methods, as
well as the related
academic
issues that were
addressed in the
background information
section of the surveys.
Surveys featured
questions on: (i)
classroom presentation
styles (e.g., lecture,
classroom discussion,
and media use), (ii)
other classroom
activities
(e.g., computer labs,
classroom experiments
and
simulations, cooperative
learning and smallgroup
work, etc.),
(iii) assignments
involving
print or computeraccessed materials
(e.g., textbooks,
workbooks, articles from
the financial press, and
instructor-developed
class notes and
problem sets),
(iv) assignments to

taken from CMG

lists

when they decide

how to teach.

fixed-interval
sampling was
used to identify
the questionnaire
recipients from
these lists.

A decision to teach
using the same
chalk-and talk
methods that earlier
generations of
economists
used may be the
most cost-effective
approach for
economists who
want to cover a lot
of concepts and
topics in their
classes, while also
saving as much
time as possible
for their own
research, leisure,
and other
activities.

conduct
database searches (e.g.,
internet searches), and
(v) assignments to
conduct literature
searches of
published books and
articles.

Becker, E. & Katz, A. 2015. Technology

and the Teaching of Economics to
Undergraduates. Journal of
Economic Education, 30(3), 194
199. Retrieved from
http://www.jstor.org/stable/1183053
This paper is about the summarize of
10 economics paper presented in the
seminar. Topic presented was varied
and the result found that there is still
an innovation and work of dedicated
and committed faculty members
working hard and thoughtfully to
reshape the teaching of undergraduate
students

Motivation for this

conference arose
from concerns that
the undergraduate
teaching of economics
was overly wedded to
traditional "chalk
and talk" teachteaching methods, as
noted by Becker and
Watts (1996). The
teaching of economics
Is lagging behind
Other disciplines In
implementing actively
in the learning process.
7/10 paper presented is
about classroom
experienced that made
impressively rich and
varied uses of WWW.
WWW as a shell of
increasing studentteacher interactions and
web discussions

We found, moreover,
That these articles
shows the innovative
work of dedicated
and committed
faculty members
working hard and
thoughtfully to
reshape the teaching
of undergraduate
students.

between student
WWW as a vehicle for
enriching collaborative
teaching.
J.Lage, M. & PLatt, G. 2000. The Internet and the
Inverted Classroom. The Journal of
Economic Education, 31(1), 1011.
Retrieved from Stable URL:
http://www.jstor.org/stable/1183335

The classroom is designed to mirror the

resources or experiences that
traditionally take place in a lecture
classroom, including online lectures and
information about videotaped lectures.
The desk component maintains the
students' problem sets, experiment
debriefings, and personal grade information.
The coffee shop is used for
communication in bulletin boards, email, and chat forums.
The library contains additional
resources for self-directed study, such
as links to other online courses, local
library resources, and additional
Internet resources.

One of the cornerstones

of our principles of
microeconomics course
is its Web site. This Web
site is one of the main
components of "The
Inverted Classroom"
(Lage, Platt, and Treglia
2000), in which lectures
take place outside of
class and class time is
devoted to group and
individual problem
solving, discussion, and
experiments
The rationale for
developing such a class
was to allow students to
spend class time
modelling critical
thinking and to develop
a classroom
environment that
reaches students with
different learning styles,
as discussed in Bartlett
(1997) and Becker and
Watts (1995, 1996).

The Web site is

divided into four
distinct
components :
1. classroom
2. desk,
3. coffee
shop,
4. library
that map to
different realworld student
learning
environments

The philosophical
foundation of our
Web site is that the
Internet provides
students with an
excellent
complement, not
substitute, to their
in-class efforts.
The use of the Web
in providing core
content allows us to
use experiments,
group
work, and other
highly interactive
in-class
pedagogies
without sacrificing
course content.
By integrating the
Web as part of a
larger program of
teaching to different
learning styles, we
are able to reach a
more diverse student
population

Although the inverted

classroom can be taught
without online
resources, the Internet
allows the instructor to
invert the classroom
without sacrificing
content coverage

Budd, J. W. 2004. Mind Maps as Classroom

Exercises. The Journal of Economic
Education, 35(1), 3546. Retrieved from
http://www.jstor.org/stable/30042572

It is important for instructors to have a wide

variety of specific exercises to use in their classes.
The need for active and collaborative learning
techniques in teaching has been well documented
in general (Johnson, Johnson, and Smith 1991;
Meyers and Jones 1993; Slavin 1995) and as it
pertains more specifically to teaching economics
(Maier and Keenan 1994). Concrete

Classroom application (Method)

A Mind Map is an outline

in which the major
categories radiate from
a central image and
lesser categories are
portrayed as branches
of larger branches.
The author describes an
in-class exercise in
which small groups of
students each create a
Mind Map for a specific
topic. This exercise is
another example of an
active and collaborative
learning tool that
instructors can use to
move beyond "chalk
and talk."
The exercise can also
help incorporate
activities for diverse
learning styles into
economics courses and
can reenergize a course

Therefore, using
Mind Maps as an
in- class exercise
is one more tool
that economics
instructors can
add to their portfolio of active
learning
activities as they
seek to move
beyond "chalk
and talk" (Becker
and Watts 1996).

Finding :
To move beyond
"chalk and talk"
by incorporating
active and
collaborative
learning into
economics
courses,
instructors can
use a variety of
exercises and
tools. One such
exercise is the inclass creation of
Mind Maps on a
specific topic
by small groups
of students.
Although these
reasons
potentially make
Mind Maps
powerful tools,
the usefulness as
a classroom

describe an
exercise in which
student groups
create a Mind
Map for a specific
course topic.
The creation of a
Mind Map in a
small
group is an active
and collaborative
learning exercise.
Because Mind
Map captures a
specific topic in a
nonlinear fashion
and incorporates
graphics and
colors, this
exercise also can
connect with
learners whose
style is not as
well-served by
traditional linear,
text-based

the Mind Map

exercise is
collaborative rather
than cooperative
learning because the
group interaction is
not tightly structured
(Millis and Cottell
1998).
To foster equal
participation, the
instructor could
include a roundtable
or round-robin
structure in the
brainstorming phase
so that the group
members take turns,
with limited options
for passing or
skipping turns,
vocalizing and
writing down one
idea each turn (Millis
and Cottell 1998;
Kagan and Kagan

in mid semester.
created two in-class exercises in which small
groups of students make Mind Maps.

1.

At the start of the class session, provide

a brief introduction to Mind Maps by
outlining the basic principles and
showing some examples from Buzan and
Buzan (1993).

2.

then describe the topic for their Mind

Map, and divide the students into groups
of three and provide them with a large
sheet of paper, a handful of coloured
markers, and a number of small post-it
notes.

3.

Because brainstorming is a critical

component of creating a Mind Map
(deeper analysis), the groups are
instructed to brainstorm as their first
step.

4.

Moreover, small group activities allow

students to voice their ideas, support
their ideas with evidence, listen to other
points of view, and gain confidence
(Meyers and Jones 1993).

5.

Each group of students has

approximately one hour to construct a
Mind Map. When completed, the Mind
Maps are attached to a classroom

The author provides

ideas for Mind Map
topics for a wide variety
of economics courses.
A Mind Map is a form of
an outline with ideas
and pictures radiating
out from a central
concept (Buzan and
Buzan 1993; Wycoff
1991).

exercise is not
dependent on
any claimed
superiority of
Mind Maps over
other forms of
outlining and
categorization.
The benefits of
this exercise
derive from its
active and
collaborative
nature
Mind Maps are
not a new
teaching method
with which to
teach an entire
course. They are
another option
that economics
instructors can
consider using
once or twice
during a
semester as part
of a broader
repertoire of
diverse, active
learning
exercises.

materials.

1994).

e.g:
In the housing
prices Mind Map
the two major
categories are
supply and
demand so these
are the main
branches. Four
factors that affect
supply are
demographics,
land availability,
regulation, and
construction
costs, and each
of these is
captured by a
lesser branch
flowing from the
major supply
branch

The Mind Map

exercise also
supports classroom
teaching that is
responsive to diverse
learning styles.
Substantial research
exists on individual
differences in
learning styles across
four dimensionspersonality,
information
processing, social
interaction, and
instructional
methods (Claxton
and Murrell 1987),
which implies the
need to use diverse
teaching methods to
reach learners with
different strengths.

During the
exercise, it is
important for the
instructor to
circulate among
the
groups to help
those groups that
are having
trouble getting

One categorization of
learning styles
includes auditory
learners, visu- al
learners, and
tactile/kinaesthetic
learners (Sarasin
1999). Auditory
learners may be well-

bulletin board, and we have a quick

poster session so everyone can review all
of the Mind Maps.
6.

The remainder of the class time is

devoted to a discussion of the major
themes and different categorizations for
the problem at hand

Circulating among the groups also

gives the instructor a chance to interact
with the students in a more personal
manner than a traditional chalk-andtalk lecture affords.
Lastly, the Mind Map exercise was not
graded and lacked formal mechanisms
to ensure participation of all group
members. Moving from group to group
during the exercise allows the
instructor to observe the extent of
participation and to get the more
passive group members to be more
active.

started and those

that need
prompting to
broaden their
thinking.
Because Mind
Maps are
generally not
familiar to most
students, the
groups also
benefit from
encouragement
to incorporate
colour and small
pictures as
organizational
aids and
prompts.

served by traditional
lectures, but visual
learners need greater
visual support, and
tactile learners need
to do things to learn.
The construction of a
Mind Map provides a
learning experience
for visual and tactile
learners who are
traditionally not as
well served by
lectures

Lorena, S., Fran, G. & Tomislav, H. 2011. The

Role of Social Networks in Teaching of
Economic Theory. Annals of DAAAM for
2011 & Proceedings of the 22nd
International DAAAM Symphosium, 22(1),
211213.
As social networks represent a new and very
popular form of communication among students,
the possibility of their use in teaching
microeconomics is unquestionable (Herceg et al.,
2008).
All materials from lectures and seminars could be
exchanged through social networks, with the
possibility of their updates, and making
comments. Very important is the possibility for
students themselves to comment and discuss
(Huzjak, 2010).
In this way, students are encouraged to reflect on
the topic that is being taught. At the same time
they can share their thoughts and ideas.
Social networks offer the possibility of using
video applications, which could be used to write
summaries of lectures or even a complete lecture.
In this way, students would no longer be related
only to the classroom at the time of lectures, but
they would also have the possibility to listen to
the lecture wherever they want whenever they
want. It would also be possible to listen to the
lectures several times.
Although the sample was rather small, the
robustness of the results implies that social
network application in the teaching of theoretical
economic courses should be reconsidered and
possibly introduced as a mean of teaching in

Economic theory, being

taught through several
courses at the Faculty of
Economics Zagreb,
could expand its
teaching methods using
Web 2.0 technologies,
namely social networks.
Today social networks are the
most interesting and fastestgrowing segment of IT
applications (Orehovacki et
al., 2008; OReilly, 2005).
Their use is possible in
various areas, and
there is no doubt that social
networks have their place in
higher education (Alexander,
2008; Sinkovic & Kaludercic,
2006).
Throughout this paper we will
analyze the possibilities that
the use of social networking
brings to the process of
learning and teaching
microeconomics.

Economic theory,
ranging from
mostly
theoretically
based history of
economic
thought, up to
the algebraically
based
microeconomic
theory, is a
demanding area
of economic
knowledge,
seeks new
methods how
to make the
subject close
to students in
the Bologna
style of
teaching and
examining.

A survey
conducted for the
purposes of this
paper was
made among the
first year
students who
have attended
classes in
Microeconomics
on the Faculty of
Economics
Zagreb during
the academic
year 2010/2011.
The survey was
made using a
questionnaire
that consisted of
seven questions

1. question
checked whether
students have
any social
network account.
2. the frequency
of visits to
students social
network account

most students have

social
networks, use them
frequently and are
willing to get
included in the
teaching process
through them.
It is up to the University
officials to decide whether
the broad Web 2.0
resources could and should
be used in the teaching
process in order to
improve communication,
provoke interest for the
theoretical courses and
broaden ICT application at
the University of Zagreb.
A survey here conducted
shows 95% of students use
social networks, 80% of
which check their profiles
regularly. This highly
accessible way of
communication would be
appropriate mean to be
used in the teaching of
microeconomics for over
80% of students. Students
would use it in many
ways, mostly to get
informed promptly, but

Croatian faculties of economics.

3. direct
implications of
the social
networks in the
teaching process.

also for acquiring teaching

materials and consignment
of homework

4. whether the
students use
social networks
for discussion
about
microeconomics

Future research :
Hence the main point of
this paper is that the
potentials of social
networks should be more
thoroughly investigated
due to its strong influence
on a student population.

5. whether they
would indeed use
it to
communicate
with their
teachers
6. the way they
see this
application
7. whether the
social network
application
in the teaching of
microeconomics
would increase
their interest
Maier, M. H., McGoldrick, K. & Simkins, S. P.
2012. Starting Point: Pedagogic Resources
for Teaching and Learning Economics. The
Journal of Economic Education, 43(2),

a Web-based portal
that makes innovative
pedagogic resources
and effective teaching

Nonetheless,
pedagogic
resources in
economics

A unique feature
of this project is
that all 16
modules were

Starting Point offers a

one-stop pedagogic
portal, saving
economics

215220.
doi:10.1080/00220485.2012.660063
Starting Point: Teaching and Learning Economics
(http://serc.carleton.edu/econ/index.html) is a
Web-based pedagogic portal that brings together
in a single location comprehensive support for
implementing 16 different learning-centered
teaching practices in economics courses.
Three primary goals lie behind its development:
(1) reducing the costs of pedagogic innovation in
economics;
(2) introducing economists to new pedagogic
practices originally developed outside of
economics;
(3) promoting the sharing of pedagogic
innovations across disciplines.
Starting Point provides a uniquely comprehensive
pedagogic resource, in terms of both breadth and
depth of coverage. Economics instructors can
quickly find information describing the 16
pedagogies, research-based evidence for their
use, and detailed explanations on how to
implement the pedagogies in their classrooms,
and a library of examples that can immediately be
adapted for in-class use in a wide variety of
economics courses.

practices easily
accessible to
economists.
Starting Point introduces
economists to teaching
innovations through 16
online modules, each
containing a general
description of a specific
pedagogic method,
theory and evidence
supporting effective use
of the method,
classroom
implementation guides,
and a library of
economics-based
examples that illustrate
use of the teaching
method.
Starting Point not only
provides economists
with a one-stop
pedagogic resource, but
also brings together
pedagogic innovations
from a variety of
sources. For example,
economic experiments,
used by economists in
classroom teaching and
grounded in pathbreaking economic

remain widely
scattered,
increasing search
costs for
instructors
interested in
adapting new
teaching
practices in their
courses.

developed by
interdisciplinary
team, including
economic
educators and
pedagogic
experts from
other disciplines.
In total, the
project involved
75 contributors
working together
in module
development
teams at SERC in
2009 and 2010.
conducted a
Web-based
survey of
multiple online
communities
likely to be early
adopters of
Starting Point
resources.

instructors valuable
time in searching for
information on
effective teaching
pedagogies and highquality classroom
examples. For
instructors seeking
ready-to-use material
for a specific
pedagogic technique
that can be
incorporated into
their next class
Starting Point brings
together a wide
variety of researchbased pedagogic
resources for
economics
instructors in a
purposeful and
organized manner
and allows
economics
instructors to share
successful examples
of pedagogic practice
with their peers
aim is to make it
easier for economics
instructors to learn
about and implement

research, are
highlighted on the site.

Lam, P. & Tong, A. 2012. Digital devices

in classroom - Hesitations of
teachers-to-be. Electronic Journal of
e-Learning, 10(4), 387395.
positive impacts :
research revealed that the use of digital
devices in the classroom setting was capable
of facilitating faculty-student interactions and
in-class participation, which in turn enhanced
engagement and active learning (Fitch, 2004;
Partee, 1996; Stephens, 2005).
Negative impacts :
evidence was also identified to show a
relationship between notebook use and
distraction in class.

More and more teachers

are facing the decision
whether they should
allow or promote
students the use of
technology in the
classroom. The decision
is difficult as there are
apparently both
advantages and
disadvantages in doing
either way.
The pilot study investigated
the desirability of allowing
digital devices in class in
our local context, and to
explore the factors that
influence the success of the
practice.

teaching strategies
will broaden
economists
knowledge of
effective teaching
practices
Two Groups of
study :
In the first study,
students were
allowed to use
computers in the
lessons (free use)
in the whole
semester and then
they were asked to
reflect upon
the learning
benefits, if any.
In the second study,
the future teachers
were asked to
comment openly
on the use of digital
devices for more
guided purposes
such as student
response system
and e-textbook.
Quantitative
Survey method

On the one hand, many

positive learning
benefits relating to using
digital devices in class
are acknowledged
On the other hand,
distraction is a major
concern as students
may use the technology
for irrelevant purposes
in class.
Participants thus were
also very conservative
about channelling the
use of computers in
classroom to other
academic contexts.
The answer to the
question whether
computers be allowed in
class thus is not a
simple yes or no but is a
series of suggestions
concerning when and
how to do it more
appropriate.

Tierney, S. 2012. Bring Your Own Device To

School (Report by Microsoft Corporation),
116. Retrieved from
https://technet.microsoft.com/enus/library/dn645493.aspx
5 potential Models of BYOD :
1. School-defined single platform laptop
2. School-defined single platform laptop,
plus another device
3. School-defined multi-platform laptops
4. Student-choice of laptop or tablet
5. Bring your own whatever connects to the
Internet
BYOD or Not to Byod
1. Readiness
2. Planning
3. Implementation

Cheung, K. S. 2014. Bring & Your &

Own & Device For Reflective
Engagement of Learners In Digital
Classroom.
Using Edmodo for communication with inservice teachers taking the PDP course: for
socializing, informative, coordinating,
collaborative and inquiry purposes;
Facilitating students to try out e-learning tools

The adoption of Bring

Your Own Device (BYOD)
models in schools is
largely the result of t wo
factors:
school budget
constraints and the
consumerisation
of technology.
With todays rapidly
accelerating
consumerisation of
technology and the
proliferation of
affordable apps based
tablets and
smartphones, the
concept of shifting to a
Bring Your Own Device
(BYOD) provisioning
model has obvious
appeal.
Facing the current
technology trend, with
the adoption of the
BYOD technological
model, this TDG project
aims to :
1. explore pedagogical
practices that could
engage learners in
study both inside and
outside of classroom at
the Institute;

In the 1st
semester, 20132014, as trial
teaching, 13
classes with the
adoption of BYOD
were recorded.

introduced in class on their own devices.

Visualizing students Honors Project mindmaps
with MindMeister on tablets and sharing them on
Edmodo
Using Google Drive for accessing references and
for the constructing the web service structures
collaboratively in groups;
Using Moodle for sharing one anothers
constructed structure and peer assessment of the
designs.
Accessing instructions of class activity using QR
Code reader; Photographing collected puzzles
of a page containing differences between
older/newer modes of learning with the camera
on smartphones and sharing the image to
Edmodo;
Creating mind-maps with Total Recall &
Mindjet Maps;
Accessing shared document on Google Drive and
collaboratively adding research results on
collaborative learning vs cooperative learning
to the file for sharing with others.
Using Edmodo for interacting with students in
mass lecture, either by asking students to submit
responses to group, or by polling.
Using Facebook group for communication and
sharing course related multimedia resources and
group project ideas both in class and out of class;
Using mobile devices, Google Drive, YouTube
for accessing, sharing and searching for useful
video clips addressing issues covered by the
course;
Using Moodle (forum) as constructive tool for
students to write and submit their lines in groups,
of which the product is a poem composed by the
whole class.

2) enhance the
competency of HKIEds
academic/teaching staff
in teaching with mobile
technology and provide
students with
flexibility in study.

Using Wikibooks for collaborative learning and

Moodle for giving comments on student group
presentation;

uhadar, C. 2014. Information

Technologies Pre-service Teachers
Acceptance of Tablet PCs as an
Innovative Learning Tool.
Educational Sciences: Theory &
Practice, 14(2), 741754.
doi:10.12738/estp.2014.2.2038
Also look on :
Clarke, B. & Svanaes, S. 2014. An
Updated Literature Review on the
Use of Tablets in Education. Tablet
For Schools, (April).

aimed to determine if
Turkish IT pre-service
teachers acceptance of
tablet PCs is within the
framework of the TAM
The use of a tablet PC
as an innovative tool in
teaching-learning
processes has become
increasingly widespread
on the university level

Technology
Acceptance
Model

patterned as a
phenomenologica
l study

Acceptance
models that aim
to manifest the
acceptance level
of technology in
education are
useful tools in
nderstanding
and directing
technological
innovations (ElGayar et al.,
2011).

Participants were
eight pre-service
teachers studying
in
Trakya University

A semi-structured
interview, an
activity list for
tablet PCs, the
students
reflective
journal and the
researchers
reflective journal
were used to
collect the data
data were
analysed
via content
analysis

Burns-sardone, N. 2014. Making the

This paper reports on

findings of a bring-your-

Data was
examined for

IT pre-service
teachers have
technology
acceptance towards
tablet
PCs which in turn
directs in a positive
way their attitude
and behavioural
intention to use.

Nonetheless, various
challenges
concerning the
hardware, software
and communication
may have negative
effects on IT preservice teachers
technology
acceptance of tablet
PC.

Preservice
candidates (n=58)

Case for BYOD Instruction in

Teacher Education. Issues in
Informing Science and Information
Technology, 11, 191201. Retrieved
from http://dern.org/dern/researchreviews/page/byod-for-teachereducation
With the growing number of BYOD initiatives in
K-12 settings, instructional technology teacher
educators may need to include a BYOD module
to assure that the candidates they are sending into
the classrooms of tomorrow are prepared with
requisite technology integration knowledge to
meet the curricular needs and learning
preferencesof K-12 students.

own device (BYOD)

study conducted in a
teacher education
course
Intro boleh masuk
dalam define BYODsila baca jurnal ini.

interactions
among a
community of
learners for
evidence of
preparedness,
proficiency,
and innovation
with smart
phones

know how to
Use their smart
Phones
for personal use,
which can influence
innovation
when designing
classroom activities
using
these devices.
Adaptation
of smartphones for
classroom instruction
was met with
positive
reactions.