scholarly journals Identifying the Collage Student’s Perception Level of Mobile Learning

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Murat Topaloglu ◽  
Harun Ozkisi
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Mobile Applications ◽  
Mobile Technologies ◽  
Web Based ◽  
E Learning ◽  
Distant Education ◽  
Education Tool ◽  
Day By Day

There have been great improvements in mobile technologies recently. In line with these developments, the use of mobile technologies in web based distance learning seems to be increasing day by day making learning possible via mobile devices. Both the continuous and rapid developments in mobile devices and the growing number of people with mobile phones render these technologies fruitful and actively used in many fields, including education worldwide, inclusive of our own country. Mobile learning is regarded as a reliable distant education tool for learners who wish to continue their education from outside the institutions. The study was conducted to measure the reactions of individuals to the developed mobile applications and give insight to them. The aim of this study is to identify undergraduate students’ use and attitudes of/towards mobile learning who are studying at Trakya University Kesan Yusuf Capraz School of Applied Disciplines. Observations were made about the use and the importance of mobile learning in our lives.Peer-review under responsibility of of the organizing committee of GLOBE-EDU Keywords: Distant Education; E-Learning; Mobile Devices; Mobile Learning; M-Learning

Implementing Web-Based Learning and Teaching Using Mobile Technology

2016 ◽  
pp. 145-161
Author(s):  
Bolanle Adefowoke Ojokoh ◽  
Folasade Olubusola Isinkaye ◽  
Olubimtan Ayo Doyeni
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technologies ◽  
Web Based ◽  
Learner Motivation ◽  
University Environment ◽  
Learning And Teaching ◽  
Mobile Access ◽  
Wide Availability ◽  
Mobile Learning System

Mobile technologies have increasingly become pervasive in everyday life over the past few decades. As a result of their affordability and wide availability, mobile devices have become commonly used by several people. Efforts are being made by researchers and institutions to provide infrastructure, content, and resources related to the integration of mobile devices into learning environments are worthy of note. These have led to the provision of more learner motivation, better interaction between learners and teachers, thus leading to an improved educational experience. This book chapter emphasizes on the benefits of mobile learning and also presents a case study of the development of a mobile learning system that facilitates interactive learning in a University environment. The system provides for the student, mobile access to various functions that can improve the process of learning including assessment and provision of feedback to learners. The system was tested and evaluated with satisfactory results.

scholarly journals ORGANIZATION OF THE EDUCATIONAL PROCESS IN GENERAL SECONDARY EDUCATION INSTITUTIONS WITH THE USE OF M-LEARNING TECHNOLOGY

2021 ◽  
Vol 6 (44) ◽  
Author(s):  
M. Muzhanovskaya ◽  
T. Kuzhelyuk ◽  
G. Kashyna
Keyword(s):  
Secondary Education ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Relevant Information ◽  
Learning Technologies ◽  
Educational Process ◽  
Mobile Technologies ◽  
Learning Technology ◽  
E Learning

 In the article on the basis of the analysis of scientific and methodological literature and network sources the content of the concepts of "mobile learning", "mobile technologies", "mobile learning technologies" is investigated. So by the concept of mobile learning (m-learning) in the WFD we mean a form of e-learning using the personal mobile devices of students, learning in different contexts - through social and meaningful interaction, using the learning technologies of mobile devices at a convenient time for students. The experience of introducing mobile technologies (m-learning) into the school's educational process is generalized. The article highlights the pedagogical conditions, didactic functions and principles of mobile learning in the HLS. The main aspects of the introduction of mobile learning in the HLS are the use of mobile technology, that is, when a technology tool mediates schoolchildren and knowledge as an extension of e-learning and is one of the possible areas of blended learning, this is learner-centered learning. The peculiarities of the introduction of mobile education in general secondary education institutions are identified, the advantages of the use of mobile learning in the educational space of the WSS are outlined. With the introduction of mobile learning, the educational process adapts to the environment, becoming compact, focused and interactive. In mobile learning, it is important that the information is delivered in small portions, as clearly as possible to the situation and, at the same time, that the process of interaction with the product is satisfying. Accordingly, users' habits are changing: students increasingly want the learning process to be simple, effective and fun. They use mobile devices to communicate with participants in the educational process, providing a new level of communication and learning management. For teachers, the advantage of using mobile learning is the ability to ask students in response to the task, and parents to monitor the progress of children through obtaining relevant information from school.Keywords: mobile learning, e-learning, learning principles, information and communication technologies.

Implementing Web-Based Learning and Teaching Using Mobile Technology

2020 ◽  
pp. 966-982
Author(s):  
Bolanle Adefowoke Ojokoh ◽  
Folasade Olubusola Isinkaye ◽  
Olubimtan Ayo Doyeni
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technologies ◽  
Web Based ◽  
Learner Motivation ◽  
University Environment ◽  
Learning And Teaching ◽  
Mobile Access ◽  
Wide Availability ◽  
Mobile Learning System

Mobile technologies have increasingly become pervasive in everyday life over the past few decades. As a result of their affordability and wide availability, mobile devices have become commonly used by several people. Efforts are being made by researchers and institutions to provide infrastructure, content, and resources related to the integration of mobile devices into learning environments are worthy of note. These have led to the provision of more learner motivation, better interaction between learners and teachers, thus leading to an improved educational experience. This book chapter emphasizes on the benefits of mobile learning and also presents a case study of the development of a mobile learning system that facilitates interactive learning in a University environment. The system provides for the student, mobile access to various functions that can improve the process of learning including assessment and provision of feedback to learners. The system was tested and evaluated with satisfactory results.

scholarly journals m-Learning: Positioning educators for a mobile, connected future

2007 ◽  
Vol 8 (2) ◽  
Author(s):  
Kristine Peters
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Comparative Research ◽  
First Century ◽  
Mobile Technologies ◽  
Just In Time ◽  
Learning Needs ◽  
Web Based ◽  
Learning Framework ◽  
New Methods

Mobile learning is variously viewed as a fad, a threat, and an answer to the learning needs of time-poor mobile workers, so does it have a place in delivering ‘mainstream’ learning? Based on a 2005 comparative research project, commissioned by the Australian Flexible Learning Framework, the paper reports on research into web-based information about the use of mobile technologies for commerce and learning, which was then tested through 29 interviews with manufacturers of mobile devices, businesses and education providers. The research found that mobile technologies were in common use in some commercial sectors but use purely for learning was rare. However m-learning lends itself to new methods of delivery that are highly suited to the ‘just enough, just in time, and just for me’ demands of twenty-first century learners.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

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 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.

The AIDLET Model

2014 ◽  
pp. 412-435
Author(s):  
José Bidarra ◽  
Meagan Rothschild ◽  
Kurt Squire ◽  
Mauro Figueiredo
Keyword(s):  
Augmented Reality ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning By Doing ◽  
Traditional Learning ◽  
Instructional Designers ◽  
Mobile Media ◽  
Effective Learning ◽  
E Learning ◽  
Electronic Games

Smartphones and other mobile devices like the iPhone, Android, Kindle Fire, and iPad have boosted educators' interest in using mobile media for education. Applications from games to augmented reality are thriving in research settings, and in some cases schools and universities, but relatively little is known about how such devices may be used for effective learning. This article discusses the selection and potential use of electronic games, simulations and augmented reality in mobile learning supported by an operational model called AIDLET. After analyzing the different approaches to the use of digital technology and games in education, and discussing their benefits and shortcomings, a framework was developed to facilitate the selection, repurposing, design and implementation of games, simulations and augmented reality, with focus on the practical aspects of the processes used in mobile learning. It is apparent that these devices for learning are valued by students and teachers alike, and that they may be used as personalized devices for amplifying learning, specifically through amplifying access to information, social networks, and ability to participate in the world. Furthermore, whereas traditional learning is based on knowledge memorization and the completion of carefully graded assignments, today, games, simulations and virtual environments turn out to be safe platforms for trial and error experimentation, i.e. learning by doing or playing. In this context, the AIDLET model was set out and verified against a taxonomy representing the main categories and genres of games, and the article concludes with implications for how teachers, instructional designers and technologists might best capitalize on the affordances of mobile devices when designing for blended learning and e-learning courses.

scholarly journals An Assessment of Culturally Appropriate Design: A Malaysian University Context

2018 ◽  
Vol 12 (2) ◽  
pp. 207 ◽  
Author(s):  
Shamsul Arrieya Ariffin ◽  
Azniah Azniah Ismail ◽  
Maizatul Hayati Yatim ◽  
Salman Firdaus Sidek
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Interface Design ◽  
Design Guidelines ◽  
Error Management ◽  
Heuristic Evaluation ◽  
Culturally Appropriate ◽  
Technological Improvement

<p class="0abstract">The growing popularity of mobile devices, together with the constant technological improvement of mobile websites and applications informed about the quality of the user interface design. However, the particularities of mobile devices require special attention in terms of their usability aspects, such as culture. Therefore, this study evaluated the use of culturally appropriate design guidelines for a mobile learning web site. The research methodology used comprised a survey from heuristic evaluation questionnaires with undergraduate students. This research captured the students’ experiences in using the MLearn website of Universiti Pendidikan Sultan Idris, Malaysia.  From the study, the lowest ranking is realistic error management at 3.5, and the highest is suitable content for local culture at 4.6.  This study affirmed that general usability and cultural principles in design are important for a usable mobile learning website system in a local university context.</p>

scholarly journals Sakai: A Mobile Learning Platform

2019 ◽  
Vol 13 (11) ◽  
pp. 95
Author(s):  
Corrienna Abdul Talib ◽  
Hassan Aliyu ◽  
Adi Maimun Abdul Malik ◽  
Kang Hooi Siang ◽  
Igor Novopashenny ◽  
...  
Keyword(s):  
Learning Style ◽  
Mobile Learning ◽  
Research Methodology ◽  
Quantitative Research ◽  
Thinking Skills ◽  
Mobile Technologies ◽  
Electronic Learning ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms

These days, humans have been witnessing related technological and social development, by means of which mobile technologies and Internet yield global access to information with mobility of knowledge. Mobile learning platforms are designed based on electronic learning (e-learning) and mobility. It is regarded as a useful way to enhance the learning process. Sakai as a mobile learning platform, design intentions are to be adaptable to any educational purposes, within or outside the institution, dependent on the provision of effectiveness in classroom instruction based on the learning style of the students, extensible in the cultivation of thinking skills in the learner, and efficient in communicating and exchanging data among its enrolled classroom members and other online platforms. This study employed a systematic review of related literature to investigate the predominant research methodology adopted by various scholars to assess necessary factors concerning mobile learning platform. Fifteen articles are selected based on established criteria. The findings indicated that most of the researchers used quantitative research methodology in investigating the effectiveness and concern variable of mobile learning. Also find out is that most of the outcome of the studies include, achievement, perception, pedagogy, motivation and mobile learning platform as a form of educational technology.

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