English-Learning Mobile App Designing for Engineering Students' Cross-Disciplinary Learning and Collaboration: A Sample Practice and Preliminary Evaluation

Autor/inn/en	Tai, Yaming; Ting, Yu-Liang
Titel	English-Learning Mobile App Designing for Engineering Students' Cross-Disciplinary Learning and Collaboration: A Sample Practice and Preliminary Evaluation
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 2, S.120-136 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	English (Second Language); Second Language Learning; Computer Software; Telecommunications; Handheld Devices; Engineering Education; Interdisciplinary Approach; Programming; English Teachers; Instructional Design; Skill Development; Creative Thinking; Reflection; Teacher Student Relationship; Undergraduate Students; Elementary Education; Foreign Countries; Intentional Learning; Positive Attitudes; Taiwan (Taipei) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Telekommunikationstechnik; Ingenieurausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Programmierung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Kompetenzentwicklung; Qualifikationsentwicklung; Kreatives Denken; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementarunterricht; Ausland; Intentionales Lernen
Abstract	Engineers must be able to collaborate with experts across disciplinary boundaries to successfully address the complex challenges of a contemporary workplace. As programming has a reflexive synergistic character, it can support a way of thinking about and exploring disciplines beyond computer science. Meanwhile, programming is a medium of communication. In this study, engineering students used authoring tools of mobile app to design an English-learning app, in which English teachers provide feedbacks for revision, and a preliminary cross-disciplinary collaboration is asserted. The learning design referred to the frameworks of constructing socio-technical creativity to aid the students in employing their existing English knowledge to design mobile apps. The evaluation was conducted on the basis of the students' designed apps and presentation, teachers' feedback, and students' self-reports. The results indicated that the common use of mobile apps in daily life seemed to create a boundary object for the engineering students and English teachers to express, communicate, and coordinate their perspectives and knowledge. Students could view the engineering work from different aspects and value English teachers' expertise. By accounting for the interests of students and schools' limited resources, this study serves as a reference for developing a method of cross-disciplinary learning and collaboration. Implications for practice or policy: (1) Students can acquire knowledge of English as well as programming skills in an instructional software design activity; (2) Cross-disciplinary collaboration could be enhanced by using mobile application as a boundary object; and (3) Teachers could use instructional software design activity to promote cross-disciplinary learning and collaboration for engineering students. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01