Student learners are provided with cooperative aspects of learning through intentional communications with a mobile focus in this research, as well as high quality of learning integrations, that have been verified for teaching and learning on a real-time basis. It is also important for a learner to make the best use of such a scheme through intentional communications with spontaneously conducted reconfirmation, for a learner-based driving force in a learner’s more advanced comprehension or up to being led to mutual learning. In such lectures or seminars conducted on a practical site, it has been verified on a trial platform in the research that it enables learners to develop a more advanced comprehension, which could be assumed to be based on all of human cognition to creation through vivid or intelligent activities. In a sense, a student learner is making efforts for advanced comprehension, which may incidentally lead to creation through vivid or intelligent activities. Concretely speaking, it is expected for student learners to expand each conceptual scope toward mutual understanding in regards to mutual chats or whispers, which may be helpful aids for the respective learners' advanced comprehension and may also be co-operating on learning between learners and teaching staff. In fact, it might have been practically feasible to give various suggestions or ideas for research participants to obtain a solution in the research case studies. It is pointed out that it could be meaningful to begin with one of the simplest types of media (e.g. web-based message board) which may be less constrained on media hardware and software logics/operational options. With the introduction of mobile terminals, which have been more diversely and deeply cultivated under cultural situations, it would be more desirable to educate communication ability for cognitive, affective, or psycho-motored dialogues with a mobile focus on smoother communication skills.
At the same time, it is not so easy to complete communications on qualitative and quantitative views in distance learning. Therefore, in this research, an analytic scheme is introduced for advanced comprehension with a mobile focus on interdisciplinary concepts. The introduction of subjects which may help readers visualize learners’ advanced comprehensions, and also for extensions leading to learning quality, has been attempted. This research should result in a positive suggestion on how to possibly integrate vivid human knowledge or human intelligence with less confusion or disturbance. On a trial research platform, forms of communication which are able to capture both an educational core leading scheme and an integrated analytic scheme are able to be deliberated in distance learning for a more advanced comprehension with a scope of regional to interdisciplinary worth, which is greatly needed, e.g. STEM (science, technology, engineering and mathematics) scientific fields to human culture, especially toward high-end design.
Keywords: cooperative aspects of learning; learning quality; STEM; platform