scholarly journals Higher Education Instructors' Use, Perceptions, and Practices of Mobile Learning in Morocco

2021 ◽  
Author(s):  
Youness Zidoun ◽  
Nabil Zary
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Mobile Technologies ◽  
Digital Learning ◽  
Integration Model ◽  
Future Work ◽  
Educational Potential

Background: In an age where information is generally accessible, most of the interest these days has focused on how accessible and convenient technology can be. So small and personal, mobile devices can transform our perception of learning by combining both mobility and convenience. Mobile learning is part of the digital learning landscape alongside e-learning and serious games. However, knowledge about effective design of mobile learning experiences remains of interest with a focus on appropriate design models and the embodiments that can be implemented to achieve the intended educational outcomes. Exploring the instructor's perspective on mobile learning is essential. Therefore, the aim of this study was to investigate the Moroccan instructors' perception and practice of mobile learning to inform the development of an ecologically valid mobile learning integration model. Methods: Higher education Instructors (n=41) were recruited to the study. The Moroccan instructors' perception and their experiences regarding their adoption of mobile learning were collected using an online survey. The analysis focused on their mobile use, perceived IT competency, and opinions on mobile learning. Results: We described most of the instructors' considerations regarding integrating mobile technologies into their teaching activities. We found that most of the mobile learning activities defined by the respondents corresponded to relatively advanced use of mobile devices. More promising, instructors have found innovative ways to use the educational potential of mobile devices. However, the prospect of mobile devices was still to challenge. No or poor Wi-Fi connection, number of devices or limited access, sometimes fees or applications incompatibility were identified as reasons and obstacles to mobile learning usage. Conclusion: Mobile learning is mostly perceived positively among Moroccan instructors allowing many applications and usage to enhance teaching and learning. In this study, a better understanding of aspects and factors influencing the integration of mobile learning in the Moroccan educational context is exposed, helping further the development of an ecologically valid mobile learning integration model. Future work on mobile learning should consider the highly paced evolution of mobile technologies, emphasizing the flexibility of integration frameworks to support instructors and 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 Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

scholarly journals Mobile Learning

2018 ◽  
pp. 234-257
Author(s):  
Rui Leitão ◽  
Joao M. F. Rodrigues ◽  
Adérito Fernandes Marcos
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Collaborative Technology ◽  
Technological Advances ◽  
Geometric Objects ◽  
Geometric Solids ◽  
Information And Communication ◽  
Access Information

As a consequence of the technological advances and the widespread use of mobile devices to access information and communication in the last decades, mobile learning has become a spontaneous learning model, providing a more flexible and collaborative technology-based learning. Thus, mobile technologies can create new opportunities for enhancing the pupils' learning experiences. This chapter presents the development of a game to assist teaching and learning, aiming to help students acquire knowledge in the field of geometry. The game was intended to develop the following competences in primary school learners (8-10 years): a better visualization of geometric objects on a plane and in space; understanding of the properties of geometric solids; and familiarization with the vocabulary of geometry. Findings show that by using the game, students have improved around 35% the hits of correct responses to the classification and differentiation between edge, vertex, and face in 3D solids.

scholarly journals Impacts of mobile technologies, systems and resources on language learning: A systematic review of selected journal publications from 2007-2016

2018 ◽  
pp. 375-388 ◽  
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Learning Strategies ◽  
Mobile Learning ◽  
Learning Systems ◽  
Mobile Technologies ◽  
Personal Digital Assistants ◽  
Tablet Pcs ◽  
Mobile Assisted Language Learning ◽  
Future Work

This study examined the mobile-assisted language learning studies published from 2007 to 2016 in selected journals from the aspects of adopted mobile devices, mobile learning systems/resources, and the benefits and challenges of utilizing mobile devices or learning systems/resources. The results revealed that the traditional mobile devices (e.g., Personal Digital Assistants, PDAs) and the current popular mobile devices (e.g., smartphones and tablet PCs) were frequently adopted for language learning in different time periods, while wearable devices have not been adopted by any language learning research so far. In addition, most of the studies used researcher-developed learning systems/resources, while the use of educational affordances of free applications or resources needs to be promoted. Furthermore, the abundant benefits of using mobile devices or mobile learning systems/resources for language acquisition were found in many studies, such as providing substantial chances for learning, and providing or building authentic environments for learners’ meaningful knowledge construction; on the other hand, the studies also reported several challenges (e.g., insufficient practice time and the lack of effective learning strategies) to be overcome in the future. Finally, several suggestions are provided for researchers or practitioners to conduct their future work.

TRANSFORMING THE DELIVERY OF CURRICULUM IN THE CARIBBEAN SIDS THROUGH MOBILE LEARNING

2020 ◽  
Author(s):  
Alice Thomas-Martin ◽  
Ruel Ellis
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technologies ◽  
Small Island ◽  
Educational Institutions ◽  
Traditional Classrooms ◽  
Mobile Environment ◽  
Assessment Techniques ◽  
And Training

Mobile devices and mobile technologies are significantly impacting the field of education. The dynamics of mobile computing is transforming the landscape of traditional classrooms. Education is a major factor in developing and sustaining a country. In a fast paced environment, traditional classrooms can be a hindrance to higher education. Mobile learning has the capacity to provide effective pedagogical and suitable learning activities for students of higher education. This paper explores m-learning and the shift of focus that it brings to educators and students. It looks at the relevance and place of m-learning in higher education, the framework for design as well as the devices and technologies that are available for use. The pedagogical approaches, assessment techniques and training that are suitable for the mobile environment are explored. The use of mobile devices allows for a level of flexibility that allows students to access education anywhere, anytime. Mobile learning provides a way for educational institutions to deliver educational content to its students on any platform, anyplace and at the time of need. For the design and implementation for mobile learning, the design approach was the point of focus. The relevance of mobile learning to Small Island Developing States and the future was highlighted.

scholarly journals About Using Mobile Learning Methods in Foreign Language Learning In NonLinguistic Institutions of Higher Education

2019 ◽  
Vol 65 (2) ◽  
pp. 274-278
Author(s):  
Nataliia Skrypnyk
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Foreign Language Learning ◽  
Mobile Technologies ◽  
Institutions Of Higher Education ◽  
Learning Programs ◽  
Communication Devices

The article is devoted to the analysis of the methods of mobile learning in relation to foreign language learning in institutions of higher education and systematization of their practical use. Despite the fact that mobile devices with internet access are becoming more and more widespread among students and teachers, mobile learning, in foreign language learning in particular, is not common in non-linguistic institutions of higher education nowadays. The concepts of «mobile learning», «mobile technologies» have been described. Mobile learning of a foreign language should be understood as a form of learning process organization and control based on the use of mobile communication devices, where students can develop and improve their language skills, form socio-cultural and intercultural competences in order to use a foreign language as a means of communication in the social and professional sphere anywhere and at any time. Mobile technologies involve the use of mobile devices, access to training aids, forms of educational interaction and forms of training materials and tasks. The didactic possibilities of mobile technologies have been considered. They include accessibility by means of mobile devices; the possibility of storing and transmitting information of various formats; the possibility to post comments or make changes to the content; possibility of using them as information resources; the possibility of organizing a network discussion; the possibility to perform group and individual projects. The didactic and methodical functions of mobile technologies when learning foreign language have been presented. The requirements to mobile learning programs and advantages of their using have been covered. The disadvantages and problems of using mobile learning in foreign language learning have been given. Division of practical using methods of mobile learning in relation to foreign language learning in non-linguistic institutions of higher education into five groups has been presented. Each group has been grounded and illustrated with examples.

scholarly journals Mobile technology to promote education 4.0 in Vietnam

2020 ◽  
Vol 4 (4) ◽  
pp. 1-6
Author(s):  
Loc My Thi Nguyen ◽  
Tuong Sy Hoang
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Electronic Devices ◽  
Mobile Technologies ◽  
Smart Devices ◽  
Mobile Platforms ◽  
Current Context ◽  
Google Play

Currently, with development of technology, the use of gadgets like smart devices (smartphones, tablets) is becoming more common. In recent years, mobile technologies play an increasingly important role in students’ lives, study and scientific research. In addition, currently most students in higher education institutions use smartphones. Many universities use electronic devices such as smart phones, laptops, computers, and tablets as teaching devices and building websites that run on mobile platforms or developing applications that can be easily downloaded from google play or Apple store. Therefore, this article focuses on analyzing the perspectives as well as the application of learning on mobile devices in higher education 4.0. Surveys of students owning a mobile device and doing their learning on a mobile phone show that the currently students owning mobile devices is high and will continue to increase. The data was analyzed through the calculation of the proportion of responses in the questionnaires. The article also summarizes the results of short discussions about the results of the research, finding that mobile technologies play an important role in teaching and learning in the current context of higher education in Vietnam. Based on the results, the authors recommend that more studies should be done to provide knowledge regarding the application and development of mobile technologies in learning and research of students towards the era of industrial revolution 4.0 (IR4).

Instant Messaging and Other Mobile Technologies to Subvert Voice Dispossession Among Underrepresented Online Doctoral Students

2022 ◽  
pp. 273-288
Author(s):  
Connie Johnson ◽  
Jenna Obee ◽  
Samuel Sambasivam ◽  
Amy Sloan ◽  
Robin Throne
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Instant Messaging ◽  
Research Trends ◽  
Mobile Technologies ◽  
The Social ◽  
5G Technologies

Current research trends, insights, and recommendations for use of mobile technologies in the advent of 5G technologies continue as technologies are adopted and employed within online learning environments. This chapter considers the higher education literature specific to the synchronous communications available via ubiquitous mobile devices and the pedagogical implications these mobile technologies create in the context of online doctoral education. Mobile instant messaging, mobile learning, and other mobile applications are considered to foster engagement of both doctoral faculty and doctoral students. While these mobile technologies may foster engagement and disrupt voice dispossession among underrepresented doctoral students, the research into this specific demographic and the social-relational aspects of synchronous communications within mobile learning remains limited. Continued research into the use of synchronous communications for underrepresented online doctoral students to prevent attributional accommodation and nonuse is needed.

scholarly journals Mobile learning in pre-service teacher education: Examining the use of professional learning networks

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Matthew Kearney ◽  
Damian Maher
Keyword(s):  
Teacher Education ◽  
Mobile Devices ◽  
Professional Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Initial Teacher Education ◽  
Mobile Technologies ◽  
Learning Approaches ◽  
Learning Networks

Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers’ professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology, where data from focus group discussions, artefact collection, and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.

scholarly journals Mobile Learning Approaches and Its Impact on Student‘s Education — A Survey

2021 ◽  
Vol 11 (9) ◽  
pp. 429-435
Author(s):  
Sadia Aziz ◽  
◽  
Rajan Kadel ◽  
Deepani B. Guruge ◽  
Krishna Paudel ◽  
...  
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Literature Survey ◽  
Mobile Technologies ◽  
Course Development ◽  
Learning Approaches ◽  
Learning Framework ◽  
Research Studies

As mobile devices have become a part of our everyday life, there is a lot of research going on how to make this technology more productive for the students. Most of the research studies have indicated that, mobile devices are very useful for students while a few research studies negates its effectiveness. In this paper, we have presented the literature survey conducted on the use of mobile technologies in the field of Teaching and Learning (T&L). These studies are broadly classified into three areas: Impact and learning environment; specific applications; and mobile learning framework. We will be exploring all these areas in this paper. Our review in impact and environment of mobile learning indicates that the use of mobile technology is nourishing the knowledge and learning of students in most cases. Our review on specific applications of mobile learning reveals positive impacts on learning in various fields but the key concern raised was difficulties in implementing them and not having proper control guideline. Moreover, our review on frameworks for mobile learning indicates that there are different frameworks developed for different applications. Most of the applications are limited to non-technical areas. However, we can observed that there is a lack of connectivity between course development and framework for mobile learning. Therefore, the future course developers need to address the gap by taking into account of learners’ behavior in using mobile devices and their cultures to enrich student engagement and learning.

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