GROUP NO : 16

GROUP MEMBERS :

1. Nisa Rahmaniah
2. Nisa Nuraisyah
3. Nunu Fatimah

Topic: Online EFL learning and Mobile Learning

Intriduction

Learning a language is influenced by a variety of factors. Some of them are attitudinal fact
ors in learning a language. Understanding the attitudinal factors as well as variables that inf
luence the attitudinal factors is important. It is important to study attitudinal factors becaus
e in the field of second or foreign language learning, attitudinal factors have been identified
as one of the key factors that determine second or foreign language success and achieveme
nt.

Mobile learning as a mode of learning that allows learners to obtain learning materials anyt
ime and anywhere using all sort ofwireless handheld devices which include mobile phones,
personal digital assistant(PDA), wireless laptop, personal computer (PC), and tablets. Mobi
le learning as the type of learning that provides opportunity forlearners using mobile device
s to access learning resources anytime and anywhere.

Discussion
1. Online EFL Learning
Online learning is considered a subset of distance education, and is also referred to as el
earning, Digital Learning, or Virtual Learning. Online learning has been on the rise in t
he last decade with over six million students in the United States taking at least one onli
ne course in a semester (Allen and Seaman 2017).
Creating and Integrating Learning Materials
Creating Digital Media for online learning shares many similarities with developing me
dia for use in other spaces. Design principles outlined in Chap. remain applicable, as do
the development models shared in Chap.
Reusable Media in Online Learning
As with all media development, there will always be a trade-off between development t
ime and quality. Regardless of quality, there should always be an alignment between le
arning goals.
Learners have a tolerance for imperfection in online learning environments, just as they
do for in-person courses. And as with in-person courses, the most important thing is to
communicate the important principles and core concepts crisply and clearly.
Learner Interactions with Media in Online Learning
When creating digital media for online environments, it is important to consider the too
ls and functionality of the LMS that learners will use to access the media. For the most
part, online learning is designed such that students interact with media content, and the
n use the tools of the LMS to discuss and reflect upon their experiences. For example, s
tudents would watch a video or use a simulation (or both) that describes and explains th
e interaction between the circulatory and digestive systems of the human body.
Interactive Media Development Tools for Online Learning
The line between linear, non-interactive and interactive media has become blurred in re
cent years. Many of the same tools that are used for lecture capture now have interactiv
e features, including non-linear branching content, question and answer options, and th
e ability to annotate. One of the things to consider is how seamlessly a given tool integr
ates into the LMS. A reduction in technical barriers will enhance the learner’s experien
ce.
Learning Management Systems
Most universities in higher education and corporate settings use a Learning Manageme
nt System (LMS) for the delivery of their blended, online, and other training courses. L
MSs are online course repositories through which students can access the course materi
al shared by the instructor, engage and interact with their peers and instructor, and sub
mit assignments and monitor their online gradebook. Some of the common LMSs in the
market today include Canvas, Blackboard, Moodle, Sakai and Google classroom.
1. Digital Media for Instructor Introduction and Course Orientation
The instructor is separated by a distance from the students in online courses. Hence it is
important for the instructor to introduce themselves to the online course.
2. Digital Media in Periodic Announcements
Instructors send announcements periodically to the online students, either directly t
 hrough the LMS, e-mail, or text messaging. These announcements do not have to b
e only text-based.
3. Digital Media for Instructor Content Creation
Instructors can design content within the course in a variety of ways. One of the opt
ions is to use the page functionality and design lessons either as units, modules, or f
or the week.
4. Digital Media to Provide Feedback on Activities and Assignments
The instructor provides feedback using various modalities (e.g., text, audio, video, a
nd visuals). Below is a screenshot showing how an instructor can record or upload
media while providing feedback to a student’s assignment.
5. Mobile Learning (m-Learning)
Mobile Learning (M-learning) M-learning was growing at such a non-stop pace that su
rpassed the standards of information and communication technology (ICT) experts. Un
der various views of different authors (Quinn 2000; Vu 2016a), mobile learning is the
way that a person learns something using mobile devices such as Palms, Windows C
E computers, and even his digital cell phone. Sharing a similar opinion, Sharples (200
6) claims that mobile education means the use of mobile technologies. The following d
efinition also proves the practicality of mobile education in a technology-proliferating s
ociety: "Any learning that occurs when the learner is not at a fixed, predetermined locat
ion or learning that occurs when the learner takes advantage of the learning opportunit
ies offered by mobile technologies" (O'Malley et al, 2010).
In the era of revolution 4.0, mobile technologies became ubiquitous in human li
fe overcoming time and space constraints through their multiple characteristics. In par
ticular, it is a powerful innovation in education globally. Chen et al. (2002) understand
specific features of mobile technology with advantages not offered in scaffold-learn
ing through other distance learning technology. Mobile learning can significantly suppo
rt learners in learning English, thanks to many advantages.
Larsen-Freeman and Anderson (2011) name a number of techniques which are used
for language learning in the age of technology such as :blogs, computer-assisted langua
ge learning software, mobile phones, digital portfolios, distance education, electronic c
hatting, e-pen pals, electronic presentation, electronic text corpora, cell phone-based ap
plications: text messaging and twitter, podcasts, social networking and wikis. Among th
ese techniques, mobile phones are one of the most important ones. Learning anywhere
and anytime is the most important advantage of wireless mobile technologies such as c
 ellular phones, iPods, Personal Digital Assistants (PDAs), ultra notebook computers wh
ich are paramount everywhere. The importance of Mobile learning is the fact that the le
arning is delivered to the “right person, at the right time and in the right place while usi
ng electronic devices” (Ally et al., 2007: 2).
Mobile learning (m-learning) is a new concept in the world of ESL/EFL. Considerin
g this point, one cannot find many studies with regard to m-learning. The initial investi
gation of m-learning in education demonstrated a number of drawbacks to the use of m
obile devices in educational settings, e.g. having a small screen, having limited processi
ng power, having limited battery life, having limited memory capacity (Holzinger, Nisc
helwitzer, & Meisenberger, 2005).
A. The advantages of Mobile Technology in Education
The benefits of m-learning include the following:
1) Learn anywhere: With mobile-learning technologies, students no longer need to b
e tethered to their desks. They can learn on the go from virtually anywhere, as long
as they have a compatible device and Internet connectivity.
2) Ease of use: For the most part, today’s college students are comfortable using their
mobile devices for all kinds of day-to-day tasks. It seems a natural extension to use
them for distance-learning.
3) Content variety: M-learning may include images, video files and audio files, helpi
ng drive engagement and participation.
4) Higher retention: By keeping students motivated during lessons, chances are highe
r that they will retain more information.
5) Learn across devices: Lessons designed for mobile learning can often be started on
one device and completed on another, removing potential barriers and making it eas
ier for students to complete their work.

Conclusion
We discussed the different types of delivery methods where instructors can use digital med
ia. We then reviewed unique considerations for creating digital learning materials for onlin
e environments. Next, we reviewed various digital media features in Learning Management
Systems and Synchronous Online Tools. We then reviewed advantages of using Open Edu
cational Resources (OER). Finally, we also discussed how design standards influence the d
evelopment of digital media

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