scholarly journals The SAMR Model as a Framework for Evaluating mLearning

2014 ◽  
Vol 18 (2) ◽  
Author(s):  
Danae Romrell ◽  
Lisa C. Kidder ◽  
Emma Wood
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Recent Literature ◽  
Samr Model

As mobile devices become more prominent in the lives of students, the use of mobile devices has the potential to transform learning. Mobile learning, or mLearning, is defined as learning that is personalized, situated, and connected through the use of a mobile device. As mLearning activities are developed, there is a need for a framework within which mLearning activities can be evaluated. The SAMR Model (Puentadura, 2012) provides such a framework. This paper reviews recent literature on mLearning and provides examples of activities that fall within each of the four classifications of the SAMR Model: substitution, augmentation, modification, and redefinition.

Mobile Learning

2007 ◽  
pp. 525-527 ◽  
Author(s):  
D. Parsons
Keyword(s):  
Wireless Networks ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Ubiquitous Learning

Mobile learning (variously shortened to M-Learning, M-learning, m-learning, mlearning, M Learning, or mLearning!) describes any form of education or training that is delivered using some kind of mobile device. As the power and sophistication of mobile devices increases, and wireless networks become faster and more ubiquitous, learning with a mobile device will become an integral part of the general spectrum of technology-supported learning. Furthermore, the special characteristics of mobile learning, including ubiquity, convenience, localization, and personalization, give it unique qualities that help it stand out from other forms of learning.

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.

Recognizing Value of Mobile Device for Learning

2015 ◽  
pp. 768-784
Author(s):  
Young Park ◽  
YongJu Jung
Keyword(s):  
Learning Environment ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Incidental Learning ◽  
Learning Activities ◽  
Learning Tool ◽  
Factors Influencing ◽  
Initial Learning ◽  
And Behavior

This study defines a mobile device as a contemporary learning tool and learning environment and focuses on the factors' influencing on users' perceptions of mobile learning and the characteristics of informal learning available for a use of mobile device for learning. The major findings are the following: First, the longer participants are engaged with mobile device, the more they will view that mobile device as valuable for learning. Next, whoever defines knowledge in a broader sense expects to use mobile devices longer time and in turn see the value of that device for learning more positively. Users' initial learning-related perception seems to influence their recognition and behavior toward mobile learning. Lastly, participants' major learning activities are self-directed while incidental learning is also meaningfully recognized. Participants' recognition of incidental learning can predict one's recognition of the value of mobile devices for learning.

scholarly journals The Potential of Indonesia in the Utilization of Mobile Learning in Vocational High School

2019 ◽  
Author(s):  
Sirwan ◽  
Nurkhamid ◽  
Ridwan Daud Mahande
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Sampling Technique ◽  
Survey Method ◽  
Vocational Schools ◽  
Vocational High School ◽  
South Sulawesi ◽  
Network Engineering ◽  
Survey Results

This study aimed to reveal and know the potential use of mobile learning on the competency test of computer and network engineering vocational schools. The method used in this research was survey method. The Data was collected from August 2017 until December 2017. The research sites were in three vocational schools, SMK Negeri 8 Jeneponto, South Sulawesi, SMK Telkom Makassar, South Sulawesi, and SMK Negeri 1 Depok Sleman, Yogyakarta. The subjects of this study were class XII Computer and Network Engineering with the number of respondents were 120 students. The instrument used to collect data was a questionnaire enclosed. Data obtained used stratified random sampling technique descriptively and statistically analyzed using SPSS. The survey results showed the aspects of mobile device ownership were 100% of the 120 respondents had mobile device, 0% who did not have a mobile device. The average type of mobile devices owned by students was IPhone at around 41.7%, Oppo 32.5%, Advan 10% and Samsung 5%. While from the aspect of the use of mobile devices from 120 respondents showed that the average student accessed social media whatsapp was about 50.8%, Facebook 28.3%, Instagram 8.3%, Line 7.5% and educational application 4.2%.

scholarly journals M-LEARNING

2021 ◽  
pp. 422-437
Author(s):  
Atul Patel ◽  
Yogesh Parekh
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Quantitative Data ◽  
Online Survey ◽  
Academic Library ◽  
Library Services ◽  
Library Users ◽  
Learning Research

This paper aims to provide quantitative data on students’ of Gujarat University Library for the Mobile learning to regard as the benefit to academic of mobile library services to library users. The M-learning research included an online survey through Google form that involved 80 participants. In addition, the paper provides data for libraries to establish the value of developing their own mobile learning and services. It also demonstrates the propagation of mobile device usage within the library and shows which services students would find most useful in Mlearning. The paper provides coming into a rapidly moving area of technology as confirmed through the research. The increase use of mobile devices among students is vital to acknowledge. The role of the academic library is to hug changing student behaviour by provide services optimised for mobile devices.

Recognizing Value of Mobile Device for Learning

2014 ◽  
Vol 4 (3) ◽  
pp. 66-81 ◽  
Author(s):  
Young Park ◽  
YongJu Jung
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Incidental Learning ◽  
Learning Activities ◽  
Factors Influencing ◽  
Initial Learning ◽  
And Behavior

This study defines a mobile device as a contemporary learning tool and learning environment and focuses on the factors' influencing on users' perceptions of mobile learning and the characteristics of informal learning available for a use of mobile device for learning. The major findings are the following: First, the longer participants are engaged with mobile device, the more they will view that mobile device as valuable for learning. Next, whoever defines knowledge in a broader sense expects to use mobile devices longer time and in turn see the value of that device for learning more positively. Users' initial learning-related perception seems to influence their recognition and behavior toward mobile learning. Lastly, participants' major learning activities are self-directed while incidental learning is also meaningfully recognized. Participants' recognition of incidental learning can predict one's recognition of the value of mobile devices for learning.

scholarly journals M-Learning: A New Paradigm of Learning ICT in Nigeria

2016 ◽  
Vol 10 (1) ◽  
pp. 35 ◽  
Author(s):  
Solomon Sunday Oyelere ◽  
Jarkko Suhonen ◽  
Erkki Sutinen
Keyword(s):  
Developing Countries ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Mobile Device ◽  
Smart Phones ◽  
Learning Activities ◽  
Primary School Students ◽  
New Paradigm ◽  
School Students

Abstract—Mobile learning (m-learning) is the study and practice of using mobile devices, such as smart phones, mobile phones, tablets, PDAs, MP3s and pocket PCs in order to support learning for anyone, anytime and anywhere. M-learning has become paramount for developing countries such as Nigeria, as many of these countries have the required infrastructure and a rapidly increasing amount of mobile device users. In addition, the mobile devices are able to support a variety of learning activities and students are also ready to use the devices for learning. In this article, we have enumerated the possibilities and challenges of implementing m-learning in developing countries, specifically in Nigeria, and identified potential m-learning solutions to support learning of ICT in Nigeria. We administrated a questionnaire in order to find out primary school students readiness in Nigeria to adopt m-learning, their preferences to use specific features of m-learning devices in learning situations, as well as their opinions regarding the suitability of m-learning for ICT-related subjects. We also propose a cloud-based m-learning model for learning ICT topics in Nigeria.

scholarly journals EXPLORING THE MOBILE DEVICES AS A NEW FRONTIER FOR THE E-LEARNING IN INSTRUMENTATION AND MEASUREMENT

2014 ◽  
pp. 55-61
Author(s):  
Drago Cmuk ◽  
Domenico Grimaldi ◽  
Sergio Rapuano
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Software Architectures ◽  
Visualization Experiment ◽  
New Frontier ◽  
Experiment Control ◽  
Electronic Measurement ◽  
E Learning

The mobile-learning establishes a new frontier for the research of the e-learning in the electrical and electronic measurement and instrumentation. Indeed, the reduced functionalities of the mobile devices must be integrated with the typologies of the services delivered to the student. By referring to the Remote Didactic Laboratory Laboratorio Didattico Remoto – LA.DI.RE. “G. Savastano” the delivered services taken into account are: experiment visualization, experiment control, and experiment creation. In order to enable the user of the mobile device to view, control and create the experiment application, several software architectures have been considered. Finally, the description of the solution adopted is given in the framework of the LA.DI.RE. “G. Savastano”.

scholarly journals Evaluating mobile learning practice. Towards a framework for analysis of user-generated contexts with reference to the socio-cultural ecology of mobile learning

2011 ◽  
Vol 19 (Mobile Learning) ◽  
pp. 1-13 ◽  
Author(s):  
Judith Seipold ◽  
Norbert Pachler
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Mobile Device ◽  
Cultural Practices ◽  
Evaluation Criteria ◽  
Theoretical Background ◽  
Cultural Ecology ◽  
Learning Group

Against the conceptual and theoretical background of a socio-culturally orientated approach to mobile learning (Pachler, Bachmair and Cook, 2010), this paper examines the evaluation of user-generated contexts by referring to an example from the use of mobile phones in schools. We discuss how mobile device-related, user- generated contexts around structures, agency and cultural practices might be brought into a fruitful relationship with institution-based learning. And, we provide categories for evaluating the use of mobile devices to generate meaning from and with fragmented and discontinuous media and modes at the interface of learning in formal, institutionalised and informal, self-directed settings. The evaluation criteria build on the framework of a socio-cultural ecology of mobile learning developed by the London Mobile Learning Group.

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

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