scholarly journals A review of models and frameworks for designing mobile learning experiences and environments

2015 ◽  
Vol 41 (3) ◽  
Author(s):  
Yu-Chang Hsu ◽  
Yu-Hui Ching
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Situated Learning ◽  
Learning Experiences ◽  
Environment Design ◽  
Evaluation Design ◽  
The Past ◽  
Learning Environment Design ◽  
Platform System ◽  
Technological Affordances

Mobile learning has become increasingly popular in the past decade due to the unprecedented technological affordances achieved through the advancement of mobile computing, making ubiquitous and situated learning possible. At the same time, there have been research and implementation projects whose efforts centered on developing mobile learning experiences for various learners’ profiles, accompanied by the development of models and frameworks for designing mobile learning experiences. This paper focuses on categorizing and synthesizing models and frameworks targeted specifically on mobile learning. A total of 17 papers were reviewed, and the models or frameworks were divided into five categories and discussed: 1) pedagogies and learning environment design; 2) platform/system design; 3) technology acceptance; (4) evaluation; and 5) psychological construct. This paper provides a review and synthesis of the models/frameworks. The categorization and analysis can also help inform evaluation, design, and development of curriculum and environments for meaningful mobile learning experiences for learners of various demographics.

Developing Interactive Mobile Learning Experiences for Healthcare Professionals

2020 ◽  
Vol 12 (2) ◽  
pp. 40-52
Author(s):  
Hugh Kellam
Keyword(s):  
Best Practices ◽  
Mobile Learning ◽  
Situated Learning ◽  
Resource Sharing ◽  
Healthcare Professionals ◽  
Learning Experiences ◽  
Discussion Forums ◽  
Mixed Methods Case Study ◽  
Collaboration And Communication ◽  
Context Specific

The purpose of this article was to examine best practices for designing inquiry-based contextual instructional content and determining the pedagogical uses and impacts of communities of practice for supporting mobile learning activities. In this convergent parallel mixed methods case study, mobile learning experiences were accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. Impact was measured by the learning outcomes and experiences of study participants. Findings highlighted the effectiveness of context-specific, situated learning content for application of learned skills, integration of new knowledge, and identification of best practices. Synchronous discussion forums were examined for collaboration and communication during mobile learning, and asynchronous forums were ideal for post-learning collaboration, problem-solving and resource sharing.

scholarly journals Social Media and Learning Environments: Shifting Perspectives on the Locus of Control

in education ◽  
2013 ◽  
Vol 15 (2) ◽  
Author(s):  
Ellen S. Hoffman
Keyword(s):  
Higher Education ◽  
Open Access ◽  
Web 2.0 ◽  
Learning Environments ◽  
Major Influence ◽  
Environment Design ◽  
The Past ◽  
Learning Environment Design ◽  
E Learning

In the past, centralised technology departments had major influence over the choices of learning applications in higher education. With the emergence of freely available Web 2.0 and open-access tools, instructors and designers have been given greater ability to customize e-learning. This paper examines the historical roots of the impacts of authority from centralised technology units to an emerging user-centric control over learning environment design in higher education. A case study is used to illustrate the potentials and pitfalls in this more decentralised configuration for both learning and organization.Keywords: learning applications; higher education; Web 2.0; e-learning; open-access tools

Learning Environment Design

1994 ◽  
Vol 22 (3) ◽  
pp. 225-233 ◽  
Author(s):  
Philippe Duchastel
Keyword(s):  
Instructional Design ◽  
Learning Environment ◽  
Design Process ◽  
Systems Design ◽  
Instructional Systems Design ◽  
Environment Design ◽  
Instructional Systems ◽  
Instructional Design Process ◽  
The Past ◽  
Learning Environment Design

Learning Environment Design (LED) is an instructional design process that is geared to the design of flexible and user-centered learning resources that constitute inviting environments for learning. LED is a possible successor to Instructional Systems Design (ISD), the process that has flourished in the instructional design field over the past three decades. LED is rooted in a conception of learning that emphasizes information, interest, structure, and regulation. LED explicitly distinguishes between the content and strategy facets of design in order to bring out the importance of both.

scholarly journals Telepresence and Interactivity in Mobile Learning System: Its Relation with Open Innovation

2021 ◽  
Vol 7 (1) ◽  
pp. 78
Author(s):  
Na Wei ◽  
ZhongWu Li
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Open Innovation ◽  
Online Survey ◽  
Mediating Effect ◽  
Learning System ◽  
Equation Modeling ◽  
Flow Experience ◽  
Mobile Learning System ◽  
System Characteristics

Mobile learning applications enable people to spend fragmented time to improve their knowledge and competitiveness. Enterprises aim to design innovative applications and create a new learning mode for the public, and the open innovation strategies may help companies achieve their goals. In the current study, the English learning application “LAIX” was investigated, and an online survey was used to obtain data from 289 university students in Guangzhou. This study combines the technology acceptance model (TAM) with flow theory (FT), investigating the psychological experience factors and the system characteristics that influence users’ behavior intentions. The exploration of perceptual variables will promote the establishment of an open innovation model of mobile learning applications. The aim of the study was to establish a theoretical framework to more deeply explore users’ intentions in mobile learning applications. Structural equation modeling (SEM) was used to help measure the relationship between variables and determine the model fit. This research reveals that telepresence is the most important variable that impacts user intentions to use mobile learning applications. In addition, the mediating effect of the flow experience was tested. Telepresence and interactivity indirectly influence behavioral intention through the variable “flow”. Users appear to be more concerned with the flow experience, which shows the highest correlation with intention to use the application. This study may assist companies to innovate system characteristics and improve customers’ user experience, for instance, by integrating virtual reality (VR) technology into the mobile learning system to improve their open innovation level and market popularity.

scholarly journals An analysis of user-generated comments on the development of social mobile learning

2015 ◽  
pp. 199-214
Keyword(s):  
Mobile Learning ◽  
Faculty Training ◽  
Future Research ◽  
Learning Technology ◽  
The Public ◽  
The Past ◽  
Mobile Learning Technology ◽  
Student Training ◽  
Effective Design ◽  
Method Approach

In this study, the authors used a mixed-method approach to analyze user-generated comments on social mobile learning from three leading news sites that report the latest development in higher education. Koole’s mobile learning model was used to code comments made by the public on the three news sites. Results showed that social mobile learning has gained an increasing public engagement in the past four years. Responders’ discussion in the comments primarily focused on four themes of social mobile learning: technology adoption, effective design, faculty training, and student training. In the end, the authors discussed the implications for developers and educators and concluded with recommendations for future research in social mobile learning using user-generated comments.

scholarly journals Mobile learning stimulus in Nigeria

2018 ◽  
Vol 8 (3) ◽  
pp. 95-101
Author(s):  
Mohammed B. Yakubu ◽  
Abba Hassan ◽  
Aminu Ahmad ◽  
Kabiru I. Musa ◽  
A. Y. Gital
Keyword(s):  
Technology Acceptance ◽  
Mobile Learning ◽  
Geographical Location ◽  
Asian Countries ◽  
African Countries ◽  
Academic Activities ◽  
E Learning ◽  
Conducting Research ◽  
Developed Nations ◽  
Significant Factors

Nowadays, the application or acceptance of mobile learning in teaching and conducting research and other academic activities have been successful in developed and some developing countries of the world and have proven to be more efficient than the customary learning systems. Most of students and academia in these developed nations have embraced mobile technology because of its simplicity, flexibility and also provide opportunity for students and academia to collaborate with one another irrespective of their geographical location for research purposes. Few literatures suggest that the level of technology acceptance in the country is still very low compared to other parts of European and some Asian countries. However, findings of the quantitative analysis and collected works have also shown that students and academia hesitant to embrace mobile computing technology is one of the most significant factors that affect the level of mobile learning in most African countries. Keywords: Mobile learning, digital natives, autodidact, e-learning.

scholarly journals Intention to Use Mobile Learning in Higher Education Institutions: Review Paper

2020 ◽  
Vol 3 (2) ◽  
pp. 78-84
Author(s):  
Ayad Shihan Izkair ◽  
Muhammad Modi Lakulu ◽  
Ibtihal Hassan Mussa
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Review Paper ◽  
Higher Education Institutions ◽  
Educational Activity ◽  
Intention To Use ◽  
Use Of Technology

Mobile learning is presently taking part in associate degree more and more important role within the instructional method, additionally as within the development of teaching and learning ways for higher education. The power to find out ‘on the go– anytime, anywhere, is changing into more and more fashionable. The advantages offered by mobile learning are important. On the opposite hand, the implementation of mobile learning in educational activity relies on users’ acceptance of technology. Acceptance and intention to use mobile learning may be a topic of growing interest within the field of education. The model of the unified theory of acceptance and use of technology (UTAUT) is planned and developed by researchers via a mixture of eight major theories in activity prediction. UTAUT is among the foremost fashionable and up to date model in information technology acceptance. This is review paper aiming to review UTAUT’s previous studies of intention to use mobile learning. In conclusion, this research provides insight regarding the necessary factors for planning and designing an intention to use mobile learning model in higher education institutions.

Teaching Reform in the Network IT Environment

2013 ◽  
Vol 278-280 ◽  
pp. 2103-2106
Author(s):  
Hai Feng Chang ◽  
Yu Long Dong ◽  
Jia Jun Liu
Keyword(s):  
Information Technology ◽  
Instructional Design ◽  
Learning Environment ◽  
Learning Needs ◽  
Environment Design ◽  
Design Strategies ◽  
Teaching Resources ◽  
Network Information ◽  
Learning Environment Design ◽  
Good Learning

[Purpose] The paper aims to explore instructional design of the structure under the web-based environment, as well as the similarities and differences with the traditional instructional design; with its teaching resources，methods and students' ability to develop design strategies. [Method]Through the introduction of systems analysis and experimental control and from the network hardware environment, resources, environment and cultural environment the network learning environment design is brought forth. [Results]The results show that the network environment, information technology, instructional design, which are based on the learner and the teaching process for the study, aims to achieve a good learning environment, to organize the various elements; to form an ordered system; particularly to emphasis on learning characteristics and learning needs analysis of the measurement, to focus on the design of learning environments and “communication-oriented” classroom activities. [Conclusions] This instructional design under network information technology environment is a very important significance for a variety effective learning activities, for students to stimulate motivation to learn.

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