scholarly journals Advancing the m-learning research agenda for active, experiential learning: Four case studies

2009 ◽  
Vol 25 (2) ◽  
Author(s):  
Laurel Evelyn Dyson ◽  
Andrew Litchfield ◽  
Elaine Lawrence ◽  
Ryszard Raban ◽  
Peter Leijdekkers
Keyword(s):  
Experiential Learning ◽  
Case Studies ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Research Agenda ◽  
Economic Sustainability ◽  
Student Body ◽  
High Quality ◽  
Learning Practices ◽  
Learning Research

<span>This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.</span>

Mobile Technology and Student Learning

2011 ◽  
Vol 3 (3) ◽  
pp. 34-42 ◽  
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

Mobile Technology and Student Learning

2014 ◽  
pp. 32-41
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

Exploration of Tensions in a Mobile-Technology Supported Fieldtrip

2014 ◽  
Vol 12 (2) ◽  
pp. 104-117 ◽  
Author(s):  
Chih-Hung Lai ◽  
Fei-Ching Chen ◽  
Jie-Chi Yang
Keyword(s):  
Experiential Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Analytical Framework ◽  
Mobile Technologies ◽  
Learning Activity ◽  
Outdoor Learning ◽  
Primary School Students ◽  
School Students ◽  
Technological Affordances

The purpose of this study was to analyze how mobile technologies were incorporated and implemented in an outdoor learning activity. Two classes of primary school students participated in the experiment. Using activity theory as an analytical framework, it is found that underlying tensions provided rich insights into system dynamics and that technological affordances could be limited by mismatches between the Tools themselves, and between Tools and the ways that were used by learners or arranged by the instructor. The subtle human factors present in the use of technologies should be carefully considered. The influence of mobile devices on learner experiences in experiential learning is also thoroughly discussed.

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

2017 ◽  
Vol 9 (2) ◽  
pp. 61-73 ◽  
Author(s):  
Kathryn MacCallum ◽  
Stephanie Day ◽  
David Skelton ◽  
Michael Verhaart
Keyword(s):  
Experiential Learning ◽  
Mobile Learning ◽  
Learning Theory ◽  
Mobile Technology ◽  
Learning Activities ◽  
Learning Theories ◽  
Learning Approaches ◽  
Learning Practices ◽  
Support Students ◽  
Specific Learning

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning activities. In particular, there are a number of learning theories that have been identified which particularly lend themselves to the specific affordances of mobile learning. This paper examines how mobile technology was incorporated within three different computing courses. These case studies explore how specific learning approaches (collaborative learning, connectivism and experiential learning) were adopted to frame the use of the technology within each course and how the affordances of mobile technology were harnessed to enhance and better support existing learning practices.

Influence of active methodologies: projects and cases in the development of digital competences with mobile devices

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Martha Vanessa Agila-Palacios ◽  
Ana García-Valcárcel Muñoz-Repiso ◽  
María Soledad Ramírez-Montoya
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Digital Literacy ◽  
Design Methodology ◽  
Digital Competence ◽  
Content Type ◽  
Functional Training ◽  
Common Process ◽  
Post Test ◽  
Case Based Learning

PurposeThe purpose of this paper is to analyze the influence of two active methodologies on digital competences development using mobile devices. The first methodology is project-oriented learning (POL); the second one is case-based learning (CBL). The analyzed digital competences belong to the communication and collaboration area of framework DIGCOMP.Design/methodology/approachThis article shows the results of the quantitative stage with a design pre-experimental pre-test–post-test. A questionnaire was designed and applied to an intentional sample from two different courses. In total, 178 students completed the questionnaire in the pre-test, and after five months, 38 students completed the questionnaire in the post-test.FindingsThe results show that students to whom POL was applied increase by 7% competence of interaction with mobile technology. The results also show that the students to whom CBL was applied to increase all four competencies (interaction +8%, share +6%, collaboration +5%, netiquette +4%).Research limitations/implicationsSelf-perception for the evaluation of digital competence and the short study time are limitations to generalize the results, so a longitudinal study is necessary and complemented with qualitative analysis, to present a better validation of the contribution of active methodologies to the development of digital competences.Originality/valueThe rapid advance of technology and the results of various investigations make evident the need of digital competences development. The most common process is digital literacy through techno-functional training. However, these research results confirm that it is possible to promote these digital competences from a practical view and implicitly in active methodologies educational practices.

scholarly journals Learners’ Perceptions of the Use of Mobile Technology in a Task-Based Language Teaching Experience

2016 ◽  
Vol 9 (12) ◽  
pp. 120 ◽  
Author(s):  
Simone L. Calabrich
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Web Search ◽  
Learning Experience ◽  
Teaching Experience ◽  
Mobile Assisted Language Learning ◽  
Positive Attitudes ◽  
Language Classroom ◽  
Language Schools

<p class="apa">This research explored perceptions of learners studying English in private language schools regarding the use of mobile technology to support language learning. Learners were first exposed to both a mobile assisted and a mobile unassisted language learning experience, and then asked to express their thoughts on the incorporation of mobile devices into the language classroom. The mobile assisted tasks involved learners posting a review online based on a real past experience, as well as using web-search engines to gather enough information to plan a hypothetical trip. Findings revealed overall positive attitudes amongst the students surveyed. Arguments in favour of the incorporation of mobile technology in the language classroom included: the possibility of having access to a range of materials superior in both quality and quantity when using mobile devices to access the Internet, among others. However, a significant amount of scepticism towards Mobile Assisted Language Learning emerged. Arguments against suggested that the format of presentation, rather than the type of task, seemed to constitute a motivational factor that played a psychologically significant role to some of the learners.</p>

scholarly journals ENVIRONMENTAL PUBLIC EXPENSES: AN INTEGRATIVE LITERATURE REVIEW AND FUTURE RESEARCH AGENDA

2017 ◽  
Vol 20 (4) ◽  
pp. 209-228 ◽  
Author(s):  
LARISSA MARCHIORI PACHECO ◽  
MARINA KOLLAND DANTAS ◽  
CLÁUDIA SOUZA PASSADOR ◽  
LARA BARTOCCI LIBONI-AMUI
Keyword(s):  
Latin America ◽  
Literature Review ◽  
Case Studies ◽  
Research Methods ◽  
Research Agenda ◽  
Qualitative Approach ◽  
Future Research ◽  
Public Expenditures ◽  
Public Action ◽  
Future Research Agenda

Abstract Several studies analysed the environmental public expenditures, its allocation and role as an instrument for public action. However, there is still a gap in the literature, since there are no works that integrate and systematize the existing knowledge. Therefore, we conducted an integrative literature review, and selected thirty articles for synthesis, classification and coding based on a system proposed by the authors. We identified that researches on this field are still recent and publications are concentrated in Europe and Latin America. Regarding the research methods, the qualitative approach based on case studies was used to develop the majority of the studies. Also, the studies in general combined different spheres of analysis, discussing topics on performance and description of expenses. The results showed that there is a need for studies that promote themes such as transparency, accounting organization and the creation of indicators, enabling deeper analysis. An agenda with eight research suggestions was proposed based on observed theoretical limitations.

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.

Using mobile technologies in libraries and information centers

2014 ◽  
Vol 31 (5) ◽  
pp. 14-16 ◽  
Author(s):  
Dheeraj Singh Negi
Keyword(s):  
Mobile Devices ◽  
Mobile Technology ◽  
Daily Basis ◽  
Information And Communications Technology ◽  
Mobile Technologies ◽  
Great Promise ◽  
Digital Information ◽  
Security Measures ◽  
User Privacy ◽  
Content Type

Purpose – The purpose of this paper is to describe the use of mobile technologies to develop new ways of Libraries and Information Centre. Mobile devices help to connect with patrons. Creating a library application (“app”) or mobile Web site that allows patrons to access library hours, view their library account or even search databases is easier than most people think. The resources below should help libraries begin to plan and implement their own unique mobile presence: analyzing the present usage of mobile devices; providing an overview of devices, providers and features; describing the various activities these devices support for well library use; focusing how libraries and our librarians are responding with services tailored for these devices; and what can be done by libraries in future in this respect”. Design/methodology/approach – Information and Communications Technology continues to expand the boundaries of higher education into the “anytime/anywhere” experiences. Mobile communication is transforming how people search, receive and interact with information on a daily basis. In just a few short years, smart phone ownership has skyrocketed, and popular use of e-readers has been steadily on the rise. These advanced mobile tools provide portable access to the world of information, across boundaries of subject, discipline and industry. Findings – Mobile technology holds great promise for enabling libraries to provide enhanced services in a form users increasingly are demanding. If this promise is to be fully realized, however, libraries will need to conduct analyses and make smart decisions to address the issues outlined above, support staff education and explore partnerships and new funding models, and be prepared to compromise with respect to their traditional information delivery models. Originality/value – The explosion of advanced mobile technology and robust digital information collection capabilities should prompt libraries to examine carefully the ramifications for user privacy. Libraries can maintain their commitment to user privacy without overcompensating by imposing burdensome security measures or annoying interruptions. For example, libraries do not have to show users a privacy statement or security warning every time they want to access information on a mobile device. A single log-in and acceptance of terms of use, similar to the procedures for other mobile applications and services, should suffice. At the same time, libraries can take the opportunity to educate users in best practices with respect to privacy issues associated with the use of mobile devices.

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