scholarly journals Do learners’ characteristics matter? An exploration of mobile-learning adoption in self-directed learning

2016 ◽  
Vol 63 ◽  
pp. 769-776 ◽  
Author(s):  
Sahar Karimi
Keyword(s):  
Mobile Learning ◽  
Self Directed Learning ◽  
Directed Learning

Mobile Learning in Music Education

2017 ◽  
pp. 162-170
Author(s):  
Jason Chen
Keyword(s):  
Hong Kong ◽  
Music Education ◽  
Mobile Learning ◽  
Music Teachers ◽  
Cultural Practices ◽  
Financial Burden ◽  
Self Directed Learning ◽  
Digital World ◽  
E Learning ◽  
Directed Learning

To follow up the trends from an Asian perspective in globalization and technology provided by the Core Perspective, this section further discusses the recent development of mobile learning in music education and ICT in music education in Hong Kong. A detailed study of 120 teachers, including 60 in-service and 60 preservice music teachers’ concerns and expectations regarding mobile learning in the music curriculum, was conducted in 2014 and 2015, respectively, in Hong Kong. The top three concerns among teachers were equipment setup, technical support, and financial burden. The top three expectations are e-learning resources, interactive functions, and self-directed learning. This chapter proposes an ecology of ICT in music education as an “outside in-inside out” relationship, where cultural practices involving mobile learning can be brought into the school, enhanced at school, and then fed back into the digital world at large.

scholarly journals Pre-Service Teachers' Readiness Levels for Mobile Learning

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Huseyin Bicen ◽  
Burak Demir ◽  
Zohre Serttas
Keyword(s):  
Primary Education ◽  
Mobile Learning ◽  
Special Education Students ◽  
The Other ◽  
Three Dimensions ◽  
Education Students ◽  
Self Directed Learning ◽  
Northern Cyprus ◽  
Technological Tools ◽  
Directed Learning

The purpose of this research is to determine how active the students are participating in the mobile learning process, as well as how active the distance education mobile learning and technological tools are in education due to the Covid-19 epidemic in today's world. determination. With this, the Mobile Learning Readiness Scale adapted by Şata, Çorbacı and Koyuncu (2019) was used in this study. The scale consists of three dimensions: optimism towards mobile learning, self-directed learning and self-efficacy. The participants of the study, on the other hand, consist of 25 Primary Education students and 42 Special Education students who are continuing their education life in the Northern Cyprus. It was concluded that their readiness for mobile learning was high.

scholarly journals Mobile Learning Adoption: A perspective from a Form Six Students in Sabah, Malaysia

2020 ◽  
Vol 5 (12) ◽  
pp. 314-332
Author(s):  
Jol Bin Kankok ◽  
Abdul Said Ambotang ◽  
Nurjannah Fatin Amirah Kariming
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Structural Equation ◽  
Self Directed Learning ◽  
Use Of Technology ◽  
Perceived Playfulness ◽  
Effort Expectancy ◽  
Directed Learning ◽  
Self Administered Questionnaire ◽  
Theoretical Foundations

Despite the availability of studies on mobile learning adoption, its theoretical foundations have not yet matured. However, studies on mobile learning adoption in the context of form six student in Malaysia is still very limited. Against this concern, a study was conducted with the aim of investigating factors that could influence the adoption of mobile learning. Based on The Unified Theory of Acceptance and Use of Technology (UTAUT) and two other variables which are Perceived Playfulness and Self-Directed Learning, an empirical structured has been developed to identify predictors of mobile learning. A self-administered questionnaire was adopted and a total of 314 responses were employed for the analysis, using Structural Equation Modelling (SEM). The findings of the analysis revealed that all key constructs (except social influence) affect mobile learning adoption among form six students. Besides that, Self-Directed Learning become the strongest predictor and followed by Effort Expectancy. These findings provide crucial implications for educators and practitioners to take individual characteristic (Self-Directed Learning) into consideration while promoting mobile learning. This study represents one of the few attempts to reveal the extended UTAUT model could be increased explanation power of technology acceptance by the users. Directions for future study are suggested at the end of the paper.

Supporting Self-Directed Vocabulary Study: Towards Effective Design of OERs for Mobile Learning Environments

2020 ◽  
pp. 48-71
Author(s):  
Ingrid Barth ◽  
Bin Zou ◽  
Elana Spector-Cohen ◽  
Rosalie Sitman
Keyword(s):  
Learning Environments ◽  
Mobile Learning ◽  
Vocabulary Learning ◽  
Independent Study ◽  
Open Educational Resources ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Improved Performance ◽  
Design Factors ◽  
Effective Design

Although open educational resources (OERs) can help bridge high-school – university vocabulary gaps, optimal utilization of OERs requires effective self-directed learning. This bi-national two-year study adopted a design-based research paradigm to collect Chinese university students' (n = 358) perceptions regarding design factors that support self-directed vocabulary learning in mobile learning environments (MLEs). Results showed that additional scaffolding after Year One in the form of L1 translations of high-frequency academic words significantly correlated with improved performance on basic level vocabulary exercises and pop quizzes. However, results suggest that moving mobile learning into the mainstream will require (1) design features that provide additional scaffolding for more complex vocabulary learning, (2) clearer guidelines for students on integrating desktop and mobile devices and (3) ongoing guidance from teachers to develop students' capacity for self-directed learning to ensure optimal benefit from independent study of vocabulary OERs.

A Conceptual Framework of Blended Learning for Self-Directed Learners in the Social Context: Case of Mobile Learning

2017 ◽  
Vol 14 (1) ◽  
pp. 51
Author(s):  
WAN ABDUL RAHIM WAN MOHD ISA ◽  
Zulinda Ayu Zulkipli ◽  
Mimi Nurakmal Mustapa
Keyword(s):  
Social Context ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Mobile Learning ◽  
Social Aspects ◽  
Self Directed Learning ◽  
The Social ◽  
Directed Learning ◽  
Qualitative Responses

Currently, the factors for adopting m-learning revolve around higher education settings. However, the factors surrounding different cultural and background context of the user in using m-learning in different contexts are not fully explored, especially in the social context. Thus, there are needs to understand blended learning for self-directed learners from different communities. The main objectives of this paper are (i) to develop a conceptual framework of blended learning for self-directed learners in the social context by using mobile learning as the case study and (ii) to provide recommendations for improving m-learning for self-directed learners. The adapted conceptual framework which consists of (i) learner aspects, (ii) device aspects and (iii) the social aspects, was used in this study. A survey was conducted with 190 respondents who have experience in using mobile devices for self-directed learning and their qualitative responses were recorded. The preliminary descriptive results are presented to understand the user’s background and qualitative responses in supporting the recommendations related to (i) learner's aspects, (ii) device aspects and (iii) the social aspects, as suggested in the conceptual framework. Keywords: blended learning; mobile learning, self-directed learners

scholarly journals The Difference of User Satisfaction and Net Benefit of a Mobile Learning Management System According to Self-Directed Learning: An Investigation of Cyber University Students in Hospitality

2020 ◽  
Vol 12 (7) ◽  
pp. 2672 ◽  
Author(s):  
Eun-Yong Lee ◽  
Yu Jung Jennifer Jeon
Keyword(s):  
University Students ◽  
Mobile Learning ◽  
User Satisfaction ◽  
Information Quality ◽  
Net Benefit ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Net Benefits ◽  
Positive Effect ◽  
Cyber University

The purpose of the study is to investigate the features affecting user satisfaction and net benefits of a mobile learning management system (LMS) for cyber university students working in the hospitality industry using the quality factors from the updated DeLone and McLean information system success model. Also, the study focuses on finding whether there is a difference in the perception of the cyber university’s mobile LMS depending on self-directed learning (SDL). A series of theory-based hypotheses were examined through structural equation modelling using empirical data collected from a sample of 328 students in cyber universities in Korea. The results indicate that information quality, system quality, and service quality have a positive effect on user satisfaction, and the subsequent user satisfaction has a positive effect on net benefits. The multi-group analysis revealed that all the paths were significant for high SDL groups, whereas for low SDL groups, a path between information quality and user satisfaction was not statistically supported. These results suggest that a differentiated strategy based on SDL level is needed to improve user satisfaction and the net benefit of the mobile LMS. The results are expected to provide implications for the stable operation of mobile LMSs for cyber universities.

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