Perceptions of teachers on teaching and learning with mobile devices in higher education classrooms in Oman: A pilot study

2015 ◽

pp. 37-54 ◽

Cited By ~ 9

Author(s):

Ieda M. Santos

Keyword(s):

Higher Education ◽

Mobile Devices ◽

Cultural Change ◽

Teaching And Learning ◽

Bring Your Own Device ◽

Program Outcomes ◽

University Campuses ◽

Working Together ◽

Personal Mobile Devices ◽

Joint Enterprise

More and more students are bringing personal mobile devices such as smart phones and iPads to university campuses. Widespread mobile device ownership among students offers Higher Education (HE) institutions with opportunities to explore those devices to support teaching and learning practices. The idea of using students' personal devices is referred to as “Bring Your Own Device,” or BYOD. This chapter examines opportunities and key challenges often discussed in the literature and associated with a BYOD program. Outcomes suggest that a cultural change is necessary to effectively accommodate BYOD in the classroom. The chapter proposes a BYOD joint enterprise consisting of main stakeholders—administrators, faculty, students, and information technology personnel—working together to help minimize the impact of key challenges while maximizing the opportunities afforded by students' everyday mobile devices.

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Teaching and Learning Modelling and Specification Based on Mobile Devices and Cloud

International Journal of Technology and Human Interaction ◽

10.4018/ijthi.2017100103 ◽

2017 ◽

Vol 13 (4) ◽

pp. 33-49 ◽

Cited By ~ 2

Author(s):

Fernando Moreira ◽

Maria João Ferreira

Keyword(s):

Higher Education ◽

Information Systems ◽

Mobile Devices ◽

Requirements Engineering ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Modelling Language ◽

Unified Modelling Language ◽

Collaborative Environment ◽

Arduous Task

Teaching Requirements Engineering and, in particular modelling and specification requirements, at the higher education institutions is an “arduous” task according to the literature. In this way, it is proposed an approach that aims to contribute for filling this gap. So, in the context of a degree in Informatics, and following the guidelines of the Information Systems courses provided by ACM/AIS, we explore the Modeling and Specification (MS) of requirements using Unified Modelling Language (UML) integrated into the TLP (TLP-MS) activity of the BML Context Oriented (BML-CO) model. These activities (modelling and specification of requirements) are supported by the use of the Lucidchart tool in a collaborative environment.

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Mobile technology to promote education 4.0 in Vietnam

Vietnam Journal of Education ◽

10.52296/vje.2020.73 ◽

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).

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A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university

Scholarship of Teaching and Learning in the South ◽

10.36615/sotls.v2i2.66 ◽

2018 ◽

Vol 2 (2) ◽

pp. 53

Author(s):

Carina Van Rooyen ◽

Ingrid Estha Marais

Keyword(s):

Higher Education ◽

South Africa ◽

Transformative Learning ◽

South African ◽

Mobile Devices ◽

Mixed Methods Research ◽

Teaching And Learning ◽

First Year ◽

First Year Students ◽

Humanities Students

In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning. How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Mobile Devices in Higher Education Classrooms

Human-Computer Interaction ◽

10.4018/978-1-4666-8789-9.ch096 ◽

2015 ◽

pp. 1932-1949

Author(s):

Ieda M. Santos

Keyword(s):

Higher Education ◽

Mobile Devices ◽

Cultural Change ◽

Teaching And Learning ◽

Bring Your Own Device ◽

Program Outcomes ◽

University Campuses ◽

Working Together ◽

Personal Mobile Devices ◽

Joint Enterprise

More and more students are bringing personal mobile devices such as smart phones and iPads to university campuses. Widespread mobile device ownership among students offers Higher Education (HE) institutions with opportunities to explore those devices to support teaching and learning practices. The idea of using students' personal devices is referred to as “Bring Your Own Device,” or BYOD. This chapter examines opportunities and key challenges often discussed in the literature and associated with a BYOD program. Outcomes suggest that a cultural change is necessary to effectively accommodate BYOD in the classroom. The chapter proposes a BYOD joint enterprise consisting of main stakeholders—administrators, faculty, students, and information technology personnel—working together to help minimize the impact of key challenges while maximizing the opportunities afforded by students' everyday mobile devices.

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Electronic Mobile Devices, Transformative Pedagogy and Learning: Higher Education and Changing Times in Kenya

Journal of Educational and Social Research ◽

10.2478/jesr-2019-0022 ◽

2019 ◽

Vol 9 (3) ◽

pp. 54-61

Author(s):

Anne A. Aseey ◽

Agnes Anyango Andollo

Keyword(s):

Higher Education ◽

Knowledge Acquisition ◽

Mobile Devices ◽

Teaching And Learning ◽

Independent Study ◽

Ease Of Use ◽

African Countries ◽

Postgraduate Students ◽

Learning And Teaching ◽

Changing Times

Abstract The Fourth Industrial requires new concepts and skills to be acquired by learners at various levels. This has led to a new breed of learners joining our education institutions at various levels with prerequisite knowledge on technology which can be harnessed for learning and teaching purposes. This scenario has generated a lot of interest and more research on how first the process of knowledge acquisition is changing. There is excited attention among researchers, educators, education commentators and stakeholders on this aspect of learning. The new generations of techno savvy leaners joining institutions are a challenge to the old pedagogy of teaching. These young generations are creating a digital gap between the old ways of teaching and learning to new approaches in education. The nature of the generation change needs to bring some reforms in education especially in higher education in Kenya where electronic mobile devices penetration has escalated for the last ten years. This research paper, highlights issues around use of electronic mobile devices for knowledge acquisition purposes which if well utilized can aid the education systems in most African Countries in terms of access, affordability, ease of use and leaners wide interaction and independent study. The old pedagogy of the teacher being the absolute source of information is being transformed by the use of an array of emerging devices like Smartphone, ipads, laptops and others which are readily available to the leaner’s. The study was carried out among undergraduate and postgraduate students at the University of Nairobi, Kenya between 2016 to 2018.The researchers found out that, electronic mobile devices are with the students for ease of use. The study also found out that, some of leaners in higher institutions of learning are not well informed on how to utilize the mobile devices for learning purposes hence most of the time they are used for other purposes not related to learning. In general, most countries in Africa have tried to invest on internet connectivity, ICT Infrastructure, capacity building among others structure which can also be leveraged for Education needs.

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4 TH IR – IMPLICATIONS FOR HIGHER EDUCATION BY LOOKING AT THE USE OF MOBILE TEACHING DEVICES

Education and New Developments 2021 ◽

10.36315/2021end074 ◽

2021 ◽

Author(s):

Johannes Andreas Gerhardus Beukes ◽

Keyword(s):

Artificial Intelligence ◽

Higher Education ◽

Mobile Devices ◽

Teaching And Learning ◽

New Technologies ◽

Learning Experience ◽

Negative Influence ◽

The Internet ◽

Source Information

Students and lecturers use mobile devices more and more and within a few years they will become indispensable tools in the classroom. Recent research clearly indicates that mobile devices such as smartphones, laptops and tablets are the tools of choice for students, scholars, teachers and lecturers. It will play a major role in teaching and learning, especially in higher education as the 4 th IR, the development of artificial intelligence and new ways of communication need to take their place in the classroom. The integration of these new technologies into the teaching and learning experience in the classroom will be dependent on effective pedagogical implementation and planning to be successful. Taking this into account, this paper explores the effect that mobile devices have in the classroom on the teaching and learning experience of the student. The advantages of the implementation of mobile devices must be weighed against the negative influence they may have. All of the participants in the study reported that they have access to and use mobile devices to access the internet to source information.

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Real thinking with virtual hats: A role-playing activity for pre-service teachers in Second Life

Australasian Journal of Educational Technology ◽

10.14742/ajet.843 ◽

2012 ◽

Vol 28 (3) ◽

Cited By ~ 22

Author(s):

Sue Gregory ◽

Yvonne Masters

Keyword(s):

Higher Education ◽

Pilot Study ◽

Second Life ◽

Virtual World ◽

Teaching And Learning ◽

Real Life ◽

Role Playing ◽

Qualitative Survey ◽

Physical Setting ◽

Insight Into

<blockquote>Role-plays in a virtual world hold tremendous potential for higher education because they allow synchronous, immersive participation by students located across the globe. They also have the added advantage of allowing students to adopt roles and carry out tasks that are not possible in the real world. In this article, a project that involved pre-service teachers carrying out role-plays based on de Bono's Six Thinking Hats framework is presented. A pilot study was carried out over two years with on-campus students, who performed the role-plays both in a real-life, physical setting and within the virtual world of Second Life. The activity has since been extended to off-campus students exclusively using Second Life. The authors report selected quantitative and qualitative survey data from the pilot study that provide insight into students' perceptions of this style of learning, and discuss the challenges that were encountered and how they were overcome. The future of virtual world-based role-playing as a strategy for teaching and learning is discussed, with a focus on its application to distance education contexts.</blockquote>

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

10.20944/preprints202107.0698.v1 ◽

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.

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A review of MALL: from categories to implementation. The case of Apple’s iPad

The EuroCALL Review ◽

10.4995/eurocall.2019.11024 ◽

2019 ◽

Vol 27 (2) ◽

pp. 1

Author(s):

Valentina Morgana

Keyword(s):

Higher Education ◽

Language Learning ◽

Mobile Devices ◽

Teaching And Learning ◽

Task Design ◽

Mobile Assisted Language Learning ◽

Learning Tasks ◽

Implementation Practices ◽

Tablet Device

The use of mobile devices inside and outside formal settings is often associated to innovative practices in the design of language learning activities. This often implies the reconceptualization of language learning tasks and of the role of the teacher in the mobile classroom. In order to investigate current research and practices in secondary and higher education a review of recent studies in the field of MALL has been undertaken with the main aim of identifying main trends, implementation practices and research gaps.This paper presents a synthesis of the literature by analysing the four different MALL categories, as presented in Pegrum (2014) and selecting a series of case studies and trends that may be implemented in various educational settings with a specific focus on the use of the iPad in second language settings. The review sought to provide a picture of the various options of MALL task-design and recent implementation practices in secondary and higher education using a specific tablet device. General findings show that many studies are more descriptive than innovative and advocate the implementation of larger and long-term research studies on how mobile devices, and the iPad in particular, are impacting language teaching and learning. Keywords: Mobile-assisted language learning, review, iPAD, task design.

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