Mobile devices in computer programming lectures: Are CS lecturers prepared for mobile learning?

2012 ◽  
Author(s):  
Wafaa Alsaggaf ◽  
Margaret Hamilton ◽  
James Harland
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Computer Programming

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

scholarly journals A Model for Mobile Learning Integration in Higher Education Based on Students’ Expectations

2020 ◽  
Vol 14 (11) ◽  
pp. 171
Author(s):  
Latinka Ivanova Todoranova ◽  
Radka Valerieva Nacheva ◽  
Vladimir Stoyanov Sulov ◽  
Bonimir Penchev Penchev
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Communication Technologies ◽  
Study Program ◽  
Learning Platform ◽  
Information And Communication ◽  
E Learning

Mobile learning can be identified as the next stage in the development of e-learning. In this regard, <strong>the purpose of this paper</strong> is to propose a model for mobile learning integration in higher education which is based on analysis of students’ expectations. То achieve this goal, a survey has been conducted among students enrolled in programs in the field of information and communication technologies. The analysis of the collected data shows that students have mobile devices, which they use not only for communication on social networks, but also for education. In addition, their expectations regarding mobile learning have been identified taking into account their study program and their previous experience with an e-learning platform.

scholarly journals Self-efficacy of Art Undergraduates in Mobile-assisted English Learning

2021 ◽  
Vol 1 (4) ◽  
Author(s):  
BI SHANSHAN
Keyword(s):  
College Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Self Efficacy ◽  
English Language ◽  
Survey Method ◽  
English Learning ◽  
Art Students ◽  
Self Confidence ◽  
Teachers And Students

This research adopts the questionnaire survey method and selects 208 freshmen from the Guangxi Arts University as the research objects. The research studies the English self-efficacy and mobile learning situation of art college students and understands students’ views on using mobile devices/platform to assist in their learning of the English language. Results found that all students have mobile phones which allow teachers and students to use them for English learning. Besides, most art college students have a low sense of English self-efficacy, including low self-confidence, low enthusiasm in English learning, and average level of solving English learning difficulties. In addition, more than half of the students agree with the use of mobile devices/platforms to assist in English learning. Only a small number of people oppose it. This finding lays a preliminary foundation for later empirical research on using mobile learning to cultivate the English self-efficacy of art students.

scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

scholarly journals THE READINESS TEACHERS OF NATURAL SUBJECTS TO USE MOBILE TECHNOLOGIES FOR TEACH STUDENTS

2019 ◽  
pp. 30-39
Author(s):  
Hranovska Tetiana ◽  
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Natural Sciences ◽  
Educational Process ◽  
Literary Analysis ◽  
Mobile Technologies ◽  
Future Research ◽  
Learning Technology ◽  
Methodology Development ◽  
Innovative Learning

The article deals with the features of the mobile learning technology emergence. The genesis of mobile learning in the field of distance and e-learning and its development in the field of blended learning are clarified. The foreign experience and research of domestic scientists on the introduction of mobile learning in the educational process of Ukrainian educational institutions are analyzed. The relevance of the application of this innovative learning technology is clarified according to carried out the literary analysis, but there is a lack of study of mobile technologies using in the educational process, in particular in natural sciences study. The author conducted an experimental study in the form of questionnaires to find out the state of mobile education in general secondary education and to identify the readiness of natural subjects’ teachers to use mobile technologies to teach students. Teachers use mobile technology in lessons, mainly for organizing work with e-textbooks and searching for material online, and less often for demonstrating video experiences in the classroom. The barriers to the use of mobile technologies are the follows: lack of information about the educational opportunities of mobile technologies, lack of methods for its use, the influence of administration policy on the educational process, as well as the age of teachers. The article presents examples of mobile technologies that are appropriate to use in teaching natural sciences. Mobile applications are analyzed and their didactic capabilities are identified during specific lesson activities. The results of the study confirmed teachers' readiness to use mobile learning, in particular by using mobile technologies during the lesson. This paper describes the advantages of mobile devices in the application of its distance learning capabilities. The prospects of using mobile technologies in the educational process during pupils study are proved. The article outlines the prospects for future research of the methodology development for using mobile devices in teaching natural subjects.

scholarly journals GRADUATE STUDENTS’ ATTITUDES AND PERCEPTIONS TOWARDS MOBILE LEARNING AT KING KHALID UNIVERSITY (SAUDI ARABIA)

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Saudi Arabia ◽  
Graduate Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Student Attitudes ◽  
Education Data ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Technological Developments ◽  
Students Attitudes

Mobile Learning (mLearning) has become an influential educational technology in higher education. With the internet and other technological developments, mLearning makes it possible for students to learn, collaborate, and share ideas with each other. However, mLearning student acceptance is critical to its effectiveness. Attitudes toward learning is a vital factor in deciding whether or not students are ready to use mLearning for academic purpose. Student attitudes may identify strengths and weaknesses of mLearning and facilitate development of the technology. This qualitative study aims to investigate graduate students’ attitudes and perceptions toward using mLearning in education. Data were collected by conducting interviews with fourteen graduate students enrolled in masters and doctoral programs in the College of Education at King Khalid University (KKU), Kingdom of Saudi Arabia. Generally, graduate students in education disciplines had positive attitudes toward mLearning and expressed a desire to use it in their future educational settings. Students perceived mLearning to be valuable for academic purposes, noting the convenience of being able to access course materials, the ease of communicating with other students and professors at their own pace, and the flexibility mobile devices offer over desktop or laptop computers. However, students identified a few usability issues like small screen size and keyboards, and additional cost of mobile devices and the corresponding cost of Internet access as constraints for using mobile devices for learning.

Using Mobile Devices To Support Online Collaborative Learning

2020 ◽  
Vol 36 (1) ◽  
pp. 38-42
Author(s):  
Olafimihan Cecilia Oyebola ◽  
Atanda Luqman Ayanlola
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Smart Phone ◽  
Personal Digital Assistant ◽  
Immediate Feedback ◽  
Use Of Time ◽  
Use Of Technology ◽  
Other Information ◽  
Mp3 Players ◽  
New Community

The paper discusses the effect of mobile learning on students, especially the tablets and smartphones. Theses gadgets have become a research interest of education to encourage and facilitate learning. Mobile devices assist in build closer connection between students and teachers. There are several options of mobile devices such as Ipod, personal digital assistant, smart phone, laptop or tablet PC, MP3 Players, pen drive and so on. Mobile learning involves the use of mobile technology either alone or combination with other information and communication technology (ICT). The benefits of mobile learning expand the reach and quality of education, facilitate personalized learning, power anytime, anywhere learning, provide immediate feedback and assessment, ensure productive use of time spent in classrooms, build new community of students, support selected learning, enhance seamless learning, bridge formal and informal learning, improve communication and administration, maximize cost efficiency and update policies related to mobile learning. It is concluded that the benefits overshadow the challenges. Using mobile devices allow students to extend learning beyond the classroom walls. Students are highly engaged and are able to demonstrate unique and creative way to respond to the use of technology that offers some distinctive affordance to users.

Mobile Classrooms: Using Mobile Devices to Enhance BSW Education

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 17-32
Author(s):  
Stephen Baldridge ◽  
Amanda McAdams ◽  
Alex Reed ◽  
Alexandra Moran
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Classroom Environments ◽  
Face To Face ◽  
Teaching Content ◽  
Traditional Teaching Methods ◽  
Mobile Classrooms

Like the state of technology worldwide, the construct of mobile learning is constantly evolving. Mobile learning and remote teaching are gaining momentum and popularity in higher education, but little research has been done to examine their efficacy. With the use of mobile devices both in and out of the classroom becoming more prevalent, it is essential to examine the effectiveness of their use. This study compared the use of mobile learning and remote teaching (teaching content to students outside traditional face-to-face settings) with that of traditional teaching methods. Using mobile devices and social media, this study examined whether social work curriculum could be taught effectively to students outside static online or classroom environments.

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