scholarly journals Can Mobile Learning Technology Close the Gap Caused by Gender Segregation in the Saudi Educational Institutions?

10.28945/4634 ◽  
2020 ◽  
Vol 19 ◽  
pp. 655-670
Author(s):  
Talal M. Alasmari
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Mobile Learning ◽  
Gender Gap ◽  
Gender Segregation ◽  
Female Students ◽  
Educational Institutions ◽  
Learning Technology ◽  
Mobile Learning Technology

Aim/Purpose: This paper investigates the educational gap between males and females caused by gender segregation in Saudi educational institutions and the role of Mobile Learning Technology (MLT) in bridging this gap through the emphasis on teaching practices, learning resources, and opportunities, as well as participation in campus life. Background: There is a gender gap over the access to educational opportunities and facilities raised by the segregation in educational institutions in Saudi Arabia. In Saudi society, school campuses have been always been restricted due to the cultural and social values of the native people. The practice of segregation extends across all social aspects of life including education. This has resulted in a gender preferred educational system that highly favors males over females in terms of teaching, learning opportunities, facilities, and resources, as well as the participation of activities on campus. This has become disadvantageous for female students because it has limited their equal access to learning opportunities, sometimes trained by less experienced instructors, and has led thus to an unfair academic performance. Methodology: An online surveying system was used with a population of all female students who are enrolled in 13 colleges located in Jeddah. The size of the population was 15,171 students. The sampling technique was probabilistic random in which only 300 questionnaires were received back, and only 187 out of 300 questionnaires were fully answered. The study is descriptive, and it used a quantitative survey method with a cross-sectional collected data. Contribution: This study supported instructors and higher education administrators in adopting MLT to overcome some cultural gaps caused due to segregation by adding literature on MLT contribution to the enhancement of higher education opportunities for women in Saudi Arabia. This study is the first of its kind in the context of Saudi Arabia to delve into the role of MLT in closing the gender gap through making an effective Saudi higher education system policy. Findings: There are some challenges experienced by Mobile Learning Technology to close the gap caused by gender segregation in the Saudi educational institutions in relation to some dimensions that include demographic data, teaching gap, content, educational opportunities, participation in campus life, and the use of mobile learning. Recommendations for Practitioners: This study recommends that the educators should consider the need to implement Mobile Learning Technology in the educational system of Saudi Arabia as a means of bridging the everlasting gap of gender separation, especially in schools, and also to empower female students to compete at the same level with their counterpart male students. Recommendation for Researchers: Further research is expected to focus on effective implementation in Mobile Learning in female campuses as well as government assistance of promoting Mobile Learning in both public and private schools of female campuses. Impact on Society: The study findings could be highly beneficial for understanding the problems that confront equality and transparency in education between male and female and how Information and Communication Technology (ICT) tools could help guarantee equality in education. Future Research: Future studies could be extended to other areas of assisted online education tools. Furthermore, measures can be implemented to enhance transparency and equality between males and females in education, which could be associated with satisfaction levels for both sides.

scholarly journals Research on the Role of Mobile Learning Technology in Promoting Deep Learning of College Students

2020 ◽  
Vol 9 (6) ◽  
pp. 63
Author(s):  
Xiangsen Liu ◽  
Zhenzhen Ye ◽  
Dongmei Jiang
Keyword(s):  
College Students ◽  
Deep Learning ◽  
Mobile Learning ◽  
Modern Society ◽  
Teaching Model ◽  
Learning Technology ◽  
Social Production ◽  
Productive Force ◽  
Mobile Learning Technology

As the primary productive force, education plays a huge role in the development of modern society. Traditional educational activities mainly focus on the teaching of students’ superficial knowledge and skills, which are no longer able to meet the current society’s demand for talents. At present, it is required to promote the development of in-depth thinking of college students, stimulate their innovation and creativity, and enable students to better contribute to social production. Therefore, it is very important to introduce the concept of deep learning for college students and establish a student-based teaching model. The author mainly uses mobile learning technology to analyze the functional role of mobile learning technology in promoting deep learning activities for college students, and proposes ways to effectively grasp mobile learning technology in future university informatization education activities.

scholarly journals THE USE OF MOBILE LEARNING AS A MODERN INFORMATION TECHNOLOGY IN LEARNING OF FOREIGN LANGUAGE IN THE EDUCATIONAL INSTITUTIONS

2020 ◽  
Author(s):  
Beket Kenzhegulov ◽  
Zhumagul Saydolkyzy ◽  
Saule Zhubanova ◽  
Murat Pirzhanov
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Educational Institutions ◽  
Learning Technology ◽  
Modern Information Technology ◽  
Current Trends ◽  
Mobile Learning Technology ◽  
Widespread Availability ◽  
Effective Use ◽  
First World

The article examines the current trends of mobile learning in modern education. Some of the aspects of implementation such mobile approach are mentioned below. It is noted that despite the widespread availability of different types of mobile phones among students, mobile learning poorly distributed in high schools of Kazakhstan. The technical and psychological readiness of students to use mobile technology in the learning process is analyzed. Also, the experience of the first world mobile learning technology is examined. Based on that findings some of the advantages and the most suitable mobile devices are outlined. These devices. which originally were developed for entertainment might play a crucial role in increasing the efficiency of Kazakhstan's education sector. It concludes that most of today’s students are ready both technically and psychologically to use mobile technology in education, and it is highly important to consider any new opportunities for more effective use of mobile learning.

Determinants of mobile learning adoption: extending the unified theory of acceptance and use of technology (UTAUT)

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ali Alowayr
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Mobile Learning ◽  
Early Stage ◽  
Partial Least Square ◽  
Least Square ◽  
Learning Technology ◽  
Unified Theory ◽  
Content Type ◽  
Use Of Technology

PurposeAlthough several different learning technologies have been integrated into the face-to-face (F2F) learning approach, the effective implementation of mobile learning (m-learning) is still at an early stage. This may be due to the lack of understanding factors that affect learners' acceptance of m-learning.Design/methodology/approachConsidering the unified theory of acceptance and use of technology (UTAUT) as a theoretical background, this research investigates m-learning adoption in Saudi Arabia. The research framework extends the UTAUT by including intrinsic motivation, mobile learning self-efficacy and perceived satisfaction. A total of 200 higher education students voluntarily participated in the research. The application of the partial least square technique indicated that the proposed model can predict m-learning adoption adequately in Saudi Arabia (R2 = 0.73.8).FindingsThe research outcomes are significant for educational institutions and teachers to implement m-learning effectively. Many recommendations can be suggested to help enhance learners' willingness to adopt m-learning technology: Teachers need to design their courses in an interactive way and provide several different activities to ensure that learners obtain real benefits in their learning outcomes. When learners have positive perceptions about the use of this technology in the learning process, such perceptions should be supported by providing beneficial courses.Originality/valueThis research examines the effectiveness of the extended UTAUT to predict m-learning adoption in Saudi Arabia higher education. This could provide a significant contribution to the existing evidence about the validity of the model in different learning cultures and contexts.

Measuring the Difficult to Measure

2013 ◽  
Vol 5 (2) ◽  
pp. 60-77 ◽  
Author(s):  
Jace Hargis ◽  
Cathy Cavanaugh ◽  
Tayeb Kamali ◽  
Melissa Soto
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Large Scale ◽  
Teaching Practice ◽  
Learning Technology ◽  
Interview Protocol ◽  
Mobile Learning Technology ◽  
New Learning ◽  
Over Time

This study applies a comprehensive set of measures to document teaching practice and instructor responses when integrating new mobile technology devices in the classroom. The triangulated measures include a rubric for observing teaching with mobile learning devices in higher education, an interview protocol for capturing faculty levels of mobile learning knowledge, and a survey of faculty understanding and implementation of the adopted four pillars of mobile learning. The pillars were chosen as foundations to guide why, what, where, and how mobile learning technology supports student learning. The authors offer suggestions for collecting data regarding large-scale mobile learning implementation over time with input from a range of stakeholders to capture how they characterize and disseminate pedagogies that are developed in the new learning environment.

Teacher and Learner Perceptions on Mobile Learning Technology: A Case of Namibian High Schools from the Hardap Region

2017 ◽  
Vol 1 (1) ◽  
pp. 13-41 ◽  
Author(s):  
Jude Odiakaosa Osakwe ◽  
◽  
Dlodlo Nomusa ◽  
Nobert Jere ◽  
◽  
...  
Keyword(s):  
High Schools ◽  
Mobile Learning ◽  
Learning Technology ◽  
Mobile Learning Technology ◽  
Learner Perceptions

Practical research on college English vocabulary teaching with mobile technology

2021 ◽  
pp. 002072092098505
Author(s):  
Changhong Zhai
Keyword(s):  
College Students ◽  
Mobile Learning ◽  
Mobile Technology ◽  
College Teaching ◽  
Learning Needs ◽  
Learning Technology ◽  
Teaching Mode ◽  
College English ◽  
Mobile Learning Technology ◽  
The Individual

With the development of mobile technology, the intellectualization and intellectualization of mobile learning technology have greatly expanded the dimension of time and space of learning, and become a useful supplement to the traditional teaching mode. Taking College English vocabulary teaching as an example, this paper studies college English vocabulary teaching under the support of mobile technology, in order to provide new ways and methods to meet the individual learning needs of different learners. This paper designs College English vocabulary teaching based on mobile technology and puts forward a basic framework of mobile learning for college students’ English vocabulary learning. In this paper, English vocabulary technology is applied to college English vocabulary teaching. Through experiments, it promotes college students’ English vocabulary memory level, vocabulary use level and interest in English learning, respectively, to verify the effectiveness of College English vocabulary teaching mode based on mobile technology. The experimental results show that the flexibility of mobile learning can take into account the different learning needs of students at different levels of the same group, categorize and categorize the individual needs of students, and adjust different learning content and learning difficulty ladder to a certain extent. The innovation of this paper is to fully combine mobile technology with college English vocabulary teaching, solve practical application problems, and improve the application value of mobile technology in college teaching.

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 Distance Learning for a Foreign Language in the Postmodern Age and its Forms

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Yurii STEZHKO ◽  
Nadiia GRYTSYK ◽  
Maryna MYKHAILIUK ◽  
Hanna TEKLIUK ◽  
Olha RUSAVSKA ◽  
...  
Keyword(s):  
Distance Learning ◽  
Information Content ◽  
Mobile Learning ◽  
Learning Technologies ◽  
Educational Process ◽  
Smart Devices ◽  
Learning Technology ◽  
Office Work ◽  
Mobile Form ◽  
Mobile Learning Technology

The article is devoted to innovative postmodern requests for the liberalization of education. Postmodernism influenced education not only methodologically, but also by changing the very pedagogical culture of teaching. Now the relevance of the research topic is due to the problems of forming information content and methodological support for the introduction of distance learning technology in mobile form. The introduction of IT in education, the improvement of smart devices, the formation of an electronic information and educational environment have created the basis for such forms of education as mobile learning and blended learning. In both cases, the student situationally himself forms the educational process, turns from an object of training into its subject. The humanistic potential of mobile learning in the sense of ensuring equal access to education for people with different abilities is noted. The opinion is expressed about the importance of student motivation and IT competence of teachers to provide information content, intensify the introduction of e-learning and mobile-oriented learning technologies. It is argued that learning based only on mobile learning technology, using smart devices without classroom or office work, real communication with the teacher is not didactically self-sufficient, which would provide adequate language skills. Effectiveness in learning foreign languages is achieved by synergy of technologies distance mobile and traditional classroom or classroom training, real communication with the teacher.

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