Opportunities Ahead the Future Mobile Learning

2016 ◽  
pp. 85-96
Author(s):  
Regin Joy Conejar ◽  
Haeng-Kon Kim ◽  
Roger Y. Lee
Keyword(s):  
Mobile Learning ◽  
The Future

Support for Cloud-Based Mobile Learning

2016 ◽  
pp. 225-246 ◽  
Author(s):  
Kritika Verma ◽  
Sonal Dubey ◽  
M. A. Rizvi
Keyword(s):  
Cloud Computing ◽  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Communication Technologies ◽  
Information Resources ◽  
Learning System ◽  
Learning Content ◽  
The Future ◽  
Information And Communication ◽  
Current Scenario

Cloud based mobile learning (m-learning) is emerging as one of the most important branches of cloud computing, and is still in its infancy. These days, there are two emerging archetypes in Information and Communication Technologies (ICT) for learning. The first one is the anytime, anywhere, on-the-move, to be called the mobility archetype, and the second one is the cloud computing. Both archetypes are radically transforming the way we learn, communicate, access, and utilize information resources, and connect with peers and colleagues, thus affecting all aspects of education. This chapter delivers an introduction of the evolution of cloud based m-learning, benefits and characteristics of cloud based m-learning. It also canvasses the current scenario of m-learning utilizing the cloud, various challenges for implementing the m-learning system on the cloud. It further confers technologies used for cloud based m-learning. It also considers a brief look at methods for creating m-learning content and experiences, suggested by various researchers and concluded with the future aspects of the cloud based m-learning.

The Application of Augmented Reality in Mobile Learning Based on Cloud Computing

2013 ◽  
Vol 422 ◽  
pp. 172-175
Author(s):  
Wei Ying Li
Keyword(s):  
Cloud Computing ◽  
Augmented Reality ◽  
Mobile Learning ◽  
Future Development ◽  
Reference Value ◽  
The Real ◽  
Real Scene ◽  
The Future ◽  
Augmented Reality Technology

It combines the augmented reality technology and mobile learning devices, and integrates the real scene and virtual augmented information in the mobile learning device. This paper discusses the principle of Augmented Reality and the mobile learning based on Augmented Reality based on the cloud computing. It will have some reference value for the future development.

Learning With Mobile Devices

2019 ◽  
pp. 793-808 ◽  
Author(s):  
Helen Crompton ◽  
John Traxler
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Scientific Knowledge ◽  
Future Research ◽  
Research Directions ◽  
The Future ◽  
Future Research Directions ◽  
Portable Computers ◽  
The Way

The concept of learning with small portable computers was developed by Alan Kay in 1972. Since that early conception, scholars, such as Traxler, Sharples, and Soloway are the pioneering scholars who paved the way to a better understanding of the philosophical, pedagogical, and conceptual underpinnings of mobile learning today. In this chapter, an overview is provided to explicate the initial foundations of the emerging field of mobile learning (mlearning). Next, current scientific knowledge is delineated with explicit references to the early scholars. This chapter concludes with a preview of the future research directions in mobile learning.

Portable Handheld Language Learning from CALL MALL to PALL

2011 ◽  
pp. 539-553 ◽  
Author(s):  
Chaka Chaka
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Virtual Learning ◽  
Handheld Devices ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mobile Assisted Language Learning ◽  
The Future ◽  
E Learning ◽  
Definition Of

This chapter explores aspects of portable handheld language learning that are likely to benefit many mobile assisted language learning (MALL) practitioners. Portable handheld language learning refers to mobile, virtual, and ubiquitous language learning mediated through mobile handheld devices. Currently, both computer assisted language learning (CALL) and MALL seem to dominate the act of language learning. Against this background the chapter first provides a brief review of CALL, highlighting CALL technologies helping mediate language learning. Second, it delineates features typifying e-Learning and contends that CALL is more closely linked to traditional e-Learning than MALL. Third, it provides empirical instances of MALL and argues that the future of language learning lies more with MALL and especially with pen assisted language learning (PALL) than with CALL. Finally, it maintains that an all-encompassing and multidimensional definition of mobile learning is necessary if MALL is to evolve into a mainstream virtual learning enterprise.

scholarly journals Mobile learning: Moving past the myths and embracing the opportunities

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Tom H Brown ◽  
Lydia S Mbati
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Critical Reflection ◽  
Past Experience ◽  
Pedagogical Change ◽  
Negative Effects ◽  
The Core ◽  
Lessons Learnt ◽  
The Future ◽  
Open And Distance Learning

Mobile learning (mLearning) in the open and distance learning landscape, holds promise and provides exciting new opportunities. In order to understand and embrace these opportunities within various contexts and circumstances it is imperative to understand the essence of the phenomenon. In this regard, we first need to understand the core fundamentals of mLearning and gain insight in what mLearning entails.<br /><br />Using critical reflection, this paper clarifies what mLearning is by invalidating myths and misperceptions related to mLearning. Acknowledging the lessons learnt through past experience, the authors then explore the opportunities that mLearning provides. mLearning challenges and risks are discussed to assist those who are keen to embrace these opportunities, in avoiding unnecessary risks and pitfalls. The paper concludes by sharing a few thoughts on the future of mLearning.<br /><br />These perspectives on mLearning seek to provide an overview of what mobile learning entails, recognise the achievements of mobile learning to date, and stimulate an appetite to embrace the opportunities in open and distance learning, while minimising the potential negative effects of technological, social and pedagogical change.

A Mobile Learning Overview by Timeline and Mind Map

2014 ◽  
Vol 6 (4) ◽  
pp. 1-21 ◽  
Author(s):  
David Parsons
Keyword(s):  
Mobile Learning ◽  
Research Field ◽  
Research Topic ◽  
Content Learning ◽  
Research Technology ◽  
The Past ◽  
Wide Range ◽  
The Future

Mobile learning has been a research topic for some 20 years. Over that time it has encompassed a wide range of concepts, theories, designs, experiments and evaluations. With increasing interest in mobile learning from researchers and practitioners, an accessible overview of this area of research that encapsulates its many facets and features can provide a useful snapshot of the field to interested parties. This article provides a summary of the field of mobile learning, applying the main analysis categories of research, technology, content, learning and learner. The author presents these categories and subcategories in the form of a mind map, which outlines the details of the major themes in mobile learning. In addition, the author contextualises the key developments in mobile learning in a timeline. The intent of this article is that it may serve as an introduction to the research field of mobile learning, enabling researchers to quickly familiarise themselves with the type of work that has been done in the past, and the potential areas of investigation that might prove fruitful in the future.

scholarly journals Context in a wider context

2011 ◽  
Vol 19 (Mobile Learning) ◽  
pp. 1-16 ◽  
Author(s):  
John Traxler
Keyword(s):  
Mobile Learning ◽  
Location Based Services ◽  
Technology Enhanced Learning ◽  
Context Aware ◽  
Time Space ◽  
The Future ◽  
Challenges And Opportunities ◽  
Sense Of Time ◽  
Personal Mobile Devices

This paper attempts to review and reconsider the role of context in mobile learning and starts by outlining definitions of context-aware mobile learning as the technologies have become more mature, more robust and more widely available and as the notion of context has become progressively richer. The future role of context-aware mobile learning is considered within the context of the future of mobile learning as it moves from the challenges and opportunities of pedagogy and technology to the challenges and opportunities of policy, scale, sustainability, equity and engagement with augmented reality, «blended learning», «learner devices», «user-generated contexts» and the «internet of things». This is essentially a perspective on mobile learning, and other forms of technology-enhanced learning (TEL), where educators and their institutions set the agenda and manage change. There are, however, other perspectives on context. The increasing availability and use of smart-phones and other personal mobile devices with similar powerful functionality means that the experience of context for many people, in the form of personalized or location-based services, is an increasingly social and informal experience, rather than a specialist or educational experience. This is part of the transformative impact of mobility and connectedness on our societies brought about by these universal, ubiquitous and pervasive technologies. This paper contributes a revised understanding of context in the wider context (sic) of the transformations taking place in our societies. These are subtle but pervasive transformations of jobs, work and the economy, of our sense of time, space and place, of knowing and learning, and of community and identity. This leads to a radical reconsideration of context as the notions of ‹self› and ‹other› are transformed.

scholarly journals Mobile training as a means to improve future English teachers’ listening comprehension skills

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 188-195
Author(s):  
Alexandra Gerkerova ◽  
Olena Negrivoda ◽  
Tetiana Yeremenko
Keyword(s):  
Mobile Learning ◽  
Mobile Applications ◽  
Listening Comprehension ◽  
New York Times ◽  
English Teachers ◽  
Teaching English ◽  
Empirical Observation ◽  
Comprehension Skills ◽  
The Future ◽  
Learning English

For English teachers listening fluency is a fundamental competency for their professional development. Listening is one of the most complicated and problematic aspects of learning English, as it leads to high mental strain. The objective of the research is to study mobile learning as a means to improve listening comprehension skills of the future English teachers. The tasks of the research are as follows: to identify and work out the theoretical framework for mobile applications use and their role in teaching English; to present the pilot study of the role of mobile learning in students’ autonomous work, in particular for listening comprehension skills improvement. The following methods were used: theoretical (theoretical-and-methodological analysis, classification and systematization of scientific sources, comparison and generalization of the theoretical and experimental research data), empirical (observation, testing), data processing methods (generalization and systematization of qualitative and quantitative results of the empirical research); methods of mathematical statistics (evaluation of experimental data by the arithmetic mean calculation). Upon the theoretical analysis results, the categories of mobile applications and their role in teaching English were identified. The survey showed that the students use mobile learning insufficiently and ineffectively. The research on the use of mobile learning as a means to improve the future English teachers’ listening comprehension skills was conducted. This required selection of several mobile applications (Duolingo, LinguaLeo, Learning English with New York Times, Polyglot 16 EnglishPod - Learn English, Bussu), the main selection criterion being the availability of tasks and texts for listening. The results of the term listening comprehension test showed that the students of the experimental groups who studied using mobile learning scored higher than those of the control groups, which proved relevance and effectiveness of mobile learning use as a means to improve the future teachers’ of the English language listening comprehension skills.

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