Use of mobile applications in the learning process

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Article

Use of mobile applications in the learning process

Lyudmila Blazhko, Inna Rassokha, Sergiy Rendiuk, National University «Yuri Kondratyuk Poltava Polytechnic», Poltava, Ukraine

Nowadays the interest in integrating mobile applications into the learning process is increasing rapidly, so we need such teaching methods that will facilitate and accelerate the transmission of knowledge to students, intensify the process of learning, teach them techniques for independent work with material, increase productivity of learning and teacher's work. Such teaching methods can be implemented through the use of mobile information technology in education.

The article considers the concept of "mobile learning", analyzes the features and directions of its use in modern education. It is noted that the use of mobile electronic devices and applications in higher mathematics allows you to check quickly the solution, to draw the chart in a few minutes as well as to apply them to distance learning, which greatly facilitates and accelerates knowledge, increases students' productivity and independent work. It is also noted that despite the widespread use and availability of mobile phones among students, mobile learning is not widespread in native universities. The didactic principles to which mobile applications should correspond are defined, and also the attention to the basic advantages and disadvantages of the use of mobile applications in learning process of higher mathematics is paid.

Keywords: mobile applications, mobile learning, mobile devices, mobile technologies, higher mathematics, technical universities

Topicality

education material mathematic student

The current state of teaching higher mathematics to students of technical specialties is characterized by contradictions between insufficient level of basic mathematical preparation of students and a complex logical structure and a high level of abstractness of educational material; the need to increase the proportion of students' independent work and public order to strengthen cross-curricular communication and the applied focus of higher mathematics teaching.

At the same time, in many countries there is a steady interest in the problem of the fundamentalisation of higher engineering education, since fundamental disciplines are the basis of applied sciences, and higher mathematics is, in particular, an integral part of the professional training of a future engineer. Mathematical training plays a special role in the training of qualified engineers, gives students of technical universities the opportunity to apply effectively the acquired knowledge in practice, defines a clear understanding of where to apply a particular mathematical method in solving professional problems, focuses on the adequate perception of the content of scientific literature, which uses the appropriate mathematical apparatus, promotes the introduction of new technologies in production, rapid adaptation of specialty to scientific and technological changes.

According to the Decree of the President of Ukraine “On Measures to Ensure Priority Development of Education in Ukraine” and the Action Plan for Improving the Quality of Physical and Mathematical Education, it is envisaged to include in the mathematical disciplines laboratory workshops using the systems of computer mathematics and tools for visualization of calculations, development of educational and methodological complexes in higher mathematics, including independent, distance, active type of education, etc.

In order to accomplish these tasks effectively, it is advisable to integrate such information and communication technology as mobile learning into the methods of teaching higher mathematics to students of technical universities. Today, every student has mobile devices that they use not only for entertaining or receiving a variety of information, but also for solving different learning tasks. The emergence of specialized training programs has been seen recently as an opportunity to use such mobile applications in the general education process, such as in the organization of remote access to general network and specialized resources and services of educational institutions. The timeliness of the use of mobile technologies in the educational environment is primarily due to the steady interest in the use of mobile devices and the high level and dynamics of their distribution. Therefore, the development of mobile technologies leads to the study of the peculiarities of using these devices in teaching higher mathematics to students of technical universities.

Analysis of research and publications. The introduction of mobile learning tools into the process of higher mathematics teaching in Ukraine is connected with the research of such scholars as V.Yu. Bykov, K.L. Buhaichuk, M.I. Zhaldak, V.I. Klochko, M.Yu. Kolesnyk, Yu.M. Korovaichenko, O.E. Konevschynska, T.V. Krylova, S.D. Petrovych, S.O. Semerikov, O.I. Skafa and Yu.V.Trius. Features of teaching in the conditions of mobile learning using personal mobile devices are investigated by I.V. Karpolenkova, N.V. Rashevska, O.M. Samoilenkoet al. However, an analysis of recent research has shown that today, scholars view mobile learning as one of the possible directions of blended learning, which is now being actively introduced into the learning process. The high level of developing multimedia services, mobile Internet and availability of WI-FI technology in the vast majority of universities makes it possible to introduce mobile learning in higher education institutions.

The purpose of the article is to identify the possibilities of using mobile applications in teaching higher mathematics to students of technical universities.

Presenting main material

The use of Internet technologies in the educational process of higher education institutions is a form of e-learning, which is an integral part of the e-learning that is being developed today. E-learning development contributes to: improvement of the educational process; use of new approaches in conducting lectures and practical classes; prompt search and assimilation of the necessary information; developing new methods of teachers' and students' work, as well as assessment and correction of their knowledge.

The use of such active e-learning as mobile learning, whose development and implementation prospects are still poorly understood, is becoming increasingly popular among technical university students.

The term “mobile learning” in the educational process refers to the use of mobile and portable IT devices, including PDAs (Personal Digital Assistants), mobile phones, smartphones and tablets running the operating system (e.g., iOS, Android, Windows Phone) that support mobile networking and Wi-Fi technology (Bilous, 2018).

Using mobile devices, you can open and create multimedia files, get an Internet access to tailored educational and reference resources, specialized sites containing online tests and practical tasks and share information for educational purposes and more.

With the proliferation of mobile devices, the popularity of various mobile applications is growing. The mobile application is a standalone software product designed specifically for mobile devices to optimize a solution to a problem or task in a user's life. The mobile application is specially designed for a specific platform (Android, WindowsPhone or iOS), distributed through specialty app stores (AppleAppStore, GooglePlay, Windows PhoneStore) and installed on the device as well as a computer application (Bilous, 2018).

Nigel Paine, a member of the International Advisory Board at the University of Pennsylvania in Philadelphia, highlighted elements of mobile learning including the main ones:

mobile learning provides the opportunity to use free time intervals;

mobile applications must be compact and activated from the point where the work was interrupted;

mobile applications should be available on the Internet and synchronized with mobile learning tools (Pein).

As for the field of higher mathematics, students are encouraged to download Java applications to their mobile device (“Mathlab: Engineering Calculator”, “Higher Mathematics, Handbook”, “Higher Mathematics in Solutions”, “MalMath”, “Mathematical analysis”, “Differential equations”, etc.), which not only contain reference information but also provide solutions for some types of equations, explore mathematical models, build the necessary graph quickly, which allows more efficient use of classroom hours, especially of humanitarian disciplines or specialties of shortened learning.

We believe that the development and use of mobile learning programs, electronic textbooks and higher mathematics testing programs will help to generate interest in the subject, activate cognitive activity, enhance students' academic achievement and develop independent work.

Therefore, there is a need to complement mobile technologies with the methodological systems of higher mathematics teaching at higher technical education institutions that will enable the implementation of more efficient blended learning technology involving the use of both traditional forms of organizing the educational process (lectures, practical classes, face- to-face consultations, independent work, etc.) and innovative ones (mobile consultations, webinars, computer-based workshops, etc.).

Educational mobile applications must first comply with the following didactic principles:

activity and independence (being able to study independently at a convenient time, to take initiative during group training with other subjects);

individual approach (possibility of choosing the content of training taking into account the interests of students, choosing the level of complexity of tasks);

purposefulness and systematic nature (setting of positively formulated short-term goals, revision of goals after their achievement);

accessibility (free access to training information and programs using mobile technologies) (Horbatiuk, &Tulashvili, 2013).

Taking into account the didactic principles, the development of the methodological component of the educational mobile

application for the study of higher mathematics at technical universities should be carried out in the following directions:

graphical interpretation of mathematical models and theoretical concepts;

automation of routine calculations;

support for independent work;

study of mathematical models;

generation of training tasks.

At the same time, the first four areas are aimed at intensifying students' learning activities, and the fifth focuses on increasing the effectiveness of teacher's activity (Slovak, 2011).

Equally important for the unique and attractive mobile product is its functionality, which in turn includes:

intuitively understandable graphical interface;

availability of hints on interaction with the functional;

displaying statistics (personal user profile);

automatic saving of progress;

search for specific material;

work with different types of multimedia materials;

sending feedback and comments;

inviting friends to the app via social networks and being able to chat with them.

The use of mobile applications in the educational process is undoubtedly a promising area of developing the educational industry, so it is worth paying attention to the main advantages and disadvantages of mobile learning.

The main advantages of using mobile learning technology are:

technology innovation;

the possibility of using portable devices for educational purposes;

the ability to use technology as an additional learning tool;

the ability to download the necessary theoretical material to solve mathematical problems at a convenient time for the student through mobile applications;

mobile learning helps to adapt to learning in the information space;

the ability to quick access to graphs, tables, formulas;

the possibility of simultaneous interaction with both one person and a group of persons (Ichanska, 2019).

The disadvantages of implementing mobile learning technology include:

shortage of quality full-featured educational content for mobile devices and development tools;

insufficient “technical” training of teachers in creating mobile applications;

limited display sizes and battery capacity of mobile devices, which is not always convenient for solving complex equations, mathematical functions, and plotting them;

a limited battery life, which must be taken into account for a long period of time for performing a mathematical task;

incompatibility of some mobile devices with other mobile applications;

additional costs for installing specialized mathematical applications with advanced capabilities for performing mathematical calculations (Buhaichuk, 2012 ; Samoilenko, 2015).

Conclusions

The rapid development of the modern information society requires major changes and modernization of the higher mathematics education system in Ukraine. One of the ways to improve the quality of the educational process at technical universities, to activate cognitive interest and to motivate students to learn higher mathematics is to introduce information and communication technologies of electronic, distance and mobile learning. The organization of the higher mathematics learning process by attracting mobile learning tools (mobile phones, smartphones, tablets, mobile applications, etc.) and the transition to blended learning (a combination of traditional and innovative learning) ensures the effectiveness of students' learning activities and encourages them to active systematic independent working.

Prospects for fur ther research. Looking forward to further studies of the problems of using mobile learning in higher mathematics for students of technical universities, we consider promising a more detailed analysis of foreign experience of using mobile applications and studying the readiness of teachers and students to use mobile applications in higher mathematics classes.

Список використаних джерел

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БЛАЖКОЛ., РАССОХАІ., РЕНДЮКС, Національний університет «Полтавська політехніка імені Юрія Кондратюка», Полтава, Україна

ВИКОРИСТАННЯ МОБІЛЬНИХ ДОДАТКІВ У НАВЧАЛЬНОМУ ПРОЦЕСІ

На сьогодні інтерес до інтеграції мобільних додатків у навчання буде продовжувати стрімко рости, тому потрібні такі методи навчання, які полегшували і прискорювали передачу знань студентам, активізували процес засвоєння ними знань, навчали їх прийомам самостійної роботи з матеріалом, підвищували продуктивність навчальної праці і праці педагога. Такі методи навчання можна реалізувати на основі використання мобільних інформаційних технологій в освіті.

У статті розглядається поняття «мобільне навчання», проаналізовано особливості та напрями його використання в сучасній освіті. Відзначається, що використання мобільних електронних пристроїв та додатків на заняттях з вищої математики дозволяє швидко перевірити отриманий розв'язок, за декілька хвилин побудувати необхідний графік, застосовувати їх також і для дистанційного навчання, що значно полегшує і прискорює отримання знань студентами, підвищує продуктивність навчальної та самостійної роботи. Відмічається, що незважаючи на широке поширення і доступність мобільних телефонів серед студентів, мобільне навчання недостатньо поширене у вітчизняних ЗВО. Визначені дидактичні принципи, яким повинні відповідати мобільні додатки, а також звернута увага на основні переваги і недоліки використання мобільних додатків у процесі навчання вищої математики.

Ключові слова: мобільні додатки, мобільне навчання, мобільні пристрої, мобільні технології, вища математика, технічні університети

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