国内外的研究现状分析

Mobile learning research in China was started from the beginning of the new century, but the development momentum is rapid. In 2001, Higher Education Department of the Ministry of Education issued the pilot project named Theory and Practice of Mobile Education with the goal of building a mobile learning platform. In 2013, the first Chinese Mobile Learning Exhibition was held in Beijing. Many universities in China have carried out research on mobile learning, and there are many valuable experiences in the application of mobile learning teaching. However, domestic mobile learning research is still in the exploration stage, and there is still a considerable distance from large-scale applications because of the late start research. There are still many problems and contradictions in the process of its development.

Miu Qian’s Analysis of the Research Hotpots and Trend of Fragmented Learning in China published in 2018 pointed that research on fragmented learning in China mainly includes the connotation interpretation, analysis of advantages, disadvantages and strategies, research on teaching design and platform, micro-lecture source design.

Mobile learning originated in the United States. In 1994, the research of Wireless Andrew in Carnegie Mellon University pioneered mobile learning research. Foreign researchers have been attaching great importance to the impact of big data and informatization on higher education.

For example, the New Media Alliance of the United States has released The Horizon Report for 14 years, focusing on the impact of big data and information technology on higher education. In 2016, The Horizon Report of Higher Education Edition predicts 6 trends that big data and information technology may have on higher education in the next 5 years: promoting culture innovation, rethinking works in universities, redesigning learning spaces, shifting to the deep learning methods, focusing more on measurements of learning and applying the design of blended learning widely. There are also 6 challenges: balancing the life of connected and unconnected, maintaining the applicableness of education, competing with different education models, learning individually, integrating with formal and informal learning, and improving the digital literacy. Then, the 6 technologies: emotional computing, robotics, augmented reality, maker space, bring-in equipment, learning analysis and adaptive learning. Studying how these trends and technologies having been applied in higher education and how to deal with the challenges they pose is the urgent need of the times.

研究目的及意义

The current research mostly discusses mobile learning and fragmented learning as two independent matters or mixed them up. And there is little research puts mobile learning and fragmented learning in the background both on big data and new media. But this paper aims to start from the unique learning environment of the new media and big data era, study the fragmented mobile learning behaviors of learners in this era according to observations and questionnaires.

This paper considers learners in different levels of English studying with various needs, concludes multifarious platforms, applications and methods of fragmented mobile learning in the era of new media and big data. It is a comprehensive summary.

This paper also analyses the appearance and development of the fragmented mobile learning in the era background, such as technical support, facilities, education demands, sufficient database and so on. It observes the current needs and behavior of English learners, the current application of fragmented mobile learning and its effect. Then, it researches the problems and drawbacks of current English fragmented mobile learning need to be solved and perfected. Finally, it puts forward feasible schemes that are valid and efficient, forecasts the future development.

2. 研究的基本内容与方案

研究的基本内容