A Study on the Use of Mobile Devices for Distance Learning

2012 ◽  
pp. 89-98 ◽  
Author(s):  
Simon K. S. Cheung
Keyword(s):  
Distance Learning ◽  
Mobile Devices

The Use of Mobile Devices in University Distance Learning

2021 ◽  
Vol 13 (4) ◽  
pp. 1-20
Author(s):  
Sean B. Eom
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Mobile Devices ◽  
Learning Process ◽  
Extrinsic Motivation ◽  
Structural Model ◽  
Cognitive Learning ◽  
Process Variables ◽  
Self Regulated Learning ◽  
Student Dialogue

Mobile devices, primarily cell phones, smartphones, and tablet PCs, have gradually been introduced into the university campus and online education over the past few decades. Does the use of mobile devices in distance learning motivate students and affect the learning process? These are important questions that were raised more than a decade ago, but they are still unanswered. This research aims to answer these vital questions. A total of 323 valid and unduplicated responses from online students at a Midwestern university in the U.S. were used to examine the structural model, using SmartPLS v. 3.3.2. This study shows that the use of mobile devices positively affects the students' intrinsic and extrinsic motivation to learn, which in turn positively affects the cognitive learning process variables (student-student dialogue, student-instructor dialogue, and metacognitive self-regulated learning processes). Furthermore, the learning process variables positively affect the perceived learning outcomes.

scholarly journals Towards Acceptance M-Learning Approach in Higher Education in Saudi Arabia

2016 ◽  
Vol 11 (8) ◽  
pp. 12 ◽  
Author(s):  
Alaa Badwelan ◽  
Steve Drew ◽  
Adel A. Bahaddad
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Distance Learning ◽  
Mobile Devices ◽  
Smart Phone ◽  
Learning System ◽  
Use Of Technology ◽  
Widespread Access ◽  
Questionnaire Method ◽  
Saudi Arabic

<p>Mobile learning (m-learning) is one of the most critical technological environment of distance learning in higher education institutes. The m-learning provides a widespread access to mobile devices networks and the possibility to learn regardless of time and place, unlike other learning services that depend on the location of the user. The research objectives of this study is investigate and determine the possibility of acceptance in m-Learning and examine the main factors that affect using m-Learning in higher education students in Saudi Arabia. The method tool is quantitative approach using questionnaire method to collect around 400 participants of universities students who are study in e-learning system in various collages in the universities. The survey was distributed electronically via self-selected and social network channels.</p><p>The study is applied Unified Theory of Acceptance and Use of Technology (UTAUT) framework. The framework focuses to determine the factors that influence the students’ intention to use M-Learning via smart mobile devices. The numbers of distance learning in some Saudi universities are increased gradually in the last five years. Also, the Saudi electronic university in Saudi Arabic has been established 2011.</p>The smart phone devices are one of popular usage in Saudi audience and eMarketer reports, it was reached around 73% of publication of internet user to in Saudi Arabia and third global country for using the smartphone depending on the number of population. It is beneficial to determine the factor that influencing to accept of M-Learning in education field generally and in higher education in particular.

scholarly journals ОПТИМІЗАЦІЯ Й АНАЛІЗ РЕЗУЛЬТАТІВ ВИКОРИСТАННЯ LMS MOODLE У СИСТЕМІ ЗМІШАНОГО НАВЧАННЯ В УНІВЕРСИТЕТІ

2017 ◽  
Vol 61 (5) ◽  
pp. 140 ◽  
Author(s):  
Serhii V. Petrenko
Keyword(s):  
Distance Learning ◽  
Student Success ◽  
Mobile Devices ◽  
Local Time ◽  
Operating Systems ◽  
Web Analytics ◽  
Student Activity ◽  
E Learning ◽  
On Line ◽  
Theoretical Foundations

In the article the author substantiates the theoretical foundations of e-learning, distance learning and mixed learning. We have analyzed the experience of using a mixed style of teaching a course, where LMS Moodle was used as a platform. The author shows positive and negative aspects of the implementation of the course using web analytics. We analyzed attendance of the course and student success; the ratio of student hits to the site where the course is located; use of on-line lessons, on-line training on selected topics; amount of time spent on resources by students; total student activity on the site; the correlation between unique visits and the number of pages viewed; visiting a resource from mobile devices; operating systems, from which there was an appeal to the resource; the ratio of browsers that were used to work with the resource; visiting the resource in local time.

scholarly journals THE IMPLEMENTATION EXPERIENCE OF STUDENTS MOBILE TRAINING IN THE FUNDAMENTALS OF LEADERSHIP AS A RESOURCE-ORIENTED FORM

2020 ◽  
Vol 78 (4) ◽  
pp. 116-131
Author(s):  
Наталія Василівна Кононец ◽  
Світлана Іванівна Нестуля
Keyword(s):  
Distance Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Process ◽  
Educational Resources ◽  
Portable Devices ◽  
Students With Special Needs ◽  
Teaching Aids ◽  
Learning Platform

In the article, the authors consider mobile learning as a form of resource-based learning of university students in the study of professionally-oriented disciplines. The advantages of mobile learning are revealed: using the latest technology in training; using lightweight, compact, portable devices in training; delivering blended, resource-oriented learning; providing a quality support for training in any format; teaching students with special needs; reducing the costs of educational support; using the new ways of educational content developing; providing the continuous targeted support for the educational process; creating a fun, exciting and comfortable learning experience. The conditions necessary for organization of mobile education in the educational environment of a modern university are described: availability of mobile devices for students and teachers; access to developed electronic educational resources (electronic textbooks and manuals, educational websites, distance learning courses); organization of feedback between the teacher and the student. On the example of the discipline "Fundamentals of Leadership" at the University of Ukoopspilks "Poltava University of Economics and Trade" (PUET), Ukraine, the authors propose ways of organizing mobile learning for distance students. The developed distance course (via distance learning platform Moodle) and the electronic manual on "Fundamentals of Leadership" for mobile devices (program Dr.Explain) are offered. The opportunities and benefits of Dr.Explain program, which allows you to create e-learning manuals for mobile learning, are demonstrated. The article states that Dr.Explain is a convenient and effective tool / aid for developing a variety of electronic educational resources, ranging from electronic lectures and manuals to complete electronic courseware package and educational Internet resources. The authors emphasize that for mobile learning, it is necessary to create electronic teaching aids in the formats supported by mobile devices.

scholarly journals Generic Digital Equity Model in Education: Mobile-Assisted Personalized Learning (MAPL) through e-Modules

2021 ◽  
Vol 13 (19) ◽  
pp. 11115
Author(s):  
Sheng Jia Song ◽  
Kim Hua Tan ◽  
Mohd Mahzan Awang
Keyword(s):  
Developing Countries ◽  
Distance Learning ◽  
Digital Divide ◽  
Mobile Devices ◽  
Third World ◽  
Personalized Learning ◽  
Equity In Education ◽  
Digital Equity ◽  
Viable Solution ◽  
Equity Model

This study addresses the challenges most learners face in Third World and developing countries concerning education accessibility in an emergency. On the basis of the shortcomings found in a review of past studies, this scoping review introduces adapted model mobile-assisted personalized learning (MAPL), which focused on full distance learning using the personalized learning (PL) concept. This concept is rarely used in the classrooms of Third World and developing countries. MAPL is technology-integrated and customized PL but it does not depend on artificial intelligence. This model bridges the digital divide that hinders learners in accessing education by providing flexibility, regardless of weak internet reception or low bandwidth, among other hindrances, in Third World or developing countries. Learners in these countries inevitably opt for mobile devices as their preferred learning tool. MAPL is necessary and can aid underprivileged learners who are highly dependent on mobile devices. Rethinking and reforming current teaching practices are required. In this study, a pool of 60 articles from 2011 to 2021 was qualitatively synthesized. Among the articles, 29 focused on PL, 15 on mobile learning, and 16 on the potentials of MAPL. The findings indicate that MAPL could be a viable solution for achieving equity in education for every learner during full-fledged distance learning.

scholarly journals Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

2020 ◽  
Vol 12 (12) ◽  
pp. 5171 ◽  
Author(s):  
Teresa C. Herrador-Alcaide ◽  
Montserrat Hernández-Solís ◽  
J. Fortunato Hontoria
Keyword(s):  
College Students ◽  
Online Learning ◽  
Distance Learning ◽  
University Students ◽  
Mobile Devices ◽  
Learning Tools ◽  
Explanatory Variables ◽  
Perceived Utility ◽  
Online Tools

Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students.

scholarly journals Mobile Learning Cognitive Architecture and the Study of Literature

10.28945/3179 ◽  
2007 ◽  
Author(s):  
Susan Nash
Keyword(s):  
Comparative Literature ◽  
Distance Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Political Correctness ◽  
Core Curriculum ◽  
Low Cost ◽  
Cognitive Architecture ◽  
High Quality ◽  
Globalized World

The growing popularity of mobile devices, coupled with the ever-increasing number of high-quality e-books available for free download is causing a re-examination of core curriculum and instructional philosophies. Perhaps the most - making “great books” programs available and accessible - newly interesting, despite misgivings and political correctness of the last few decades. Distance learning via mobile devices, which incorporate some of the techniques of television and film, has made the classics of literature available and allowed people to have access to classics at a very low cost. At the same time, it has re-animated debates about the nature of study of comparative literature in a globalized world.

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