scholarly journals Research Skills for Information Management: Uses of Mobile Devices in Research Training

2021 ◽  
Vol 11 (11) ◽  
pp. 749
Author(s):  
Erika Juliana Estrada Villa ◽  
Victoria I. Marín ◽  
Jesús Salinas
Keyword(s):  
Technology Acceptance ◽  
Information Management ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Research Training ◽  
Knowledge Society ◽  
Theoretical Frameworks ◽  
Research Skills ◽  
Master's Degrees ◽  
Device Use

Although we live in a knowledge society, instruction in research is still given traditionally. Mobile devices are present in learning processes, but their possibilities for research have not been broadly explored. This paper explores the research skills that could be supported using information communication technology through mobile devices. We start from theoretical frameworks related to andragogy, knowledge management, the technology acceptance model, and mobile learning. As a case study, 20 Colombian virtual education students studying for master’s degrees answered a questionnaire. The results revealed an acceptance of mobile device use in education and a tendency to use apps for information management. These results suggest the need to change the teaching process and design a strategy for the inclusion of mobile learning in research. The use of mobile learning can enhance research training processes framed in the emergent mode of knowledge or context-centric research, especially in virtual higher education.

scholarly journals Conceptualising mLearning Literacy

2013 ◽  
Vol 5 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Wan Ng
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Digital Literacy ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Theoretical Frameworks ◽  
Educational Application ◽  
Conceptual Paper

Research into the educational application of mobile technologies has increased dramatically in recent years. Much has been written about mobile learning and its various pedagogical practices and issues as well as the theoretical frameworks that have been developed to underpin the studies in the reports. However, little has been written about the literacy associated with learning with mobile devices and whether there is a place for its development in education. This conceptual paper seeks to explore mLearning literacy, the digital literacy associated with learning with mobile devices, and asks the question: What is mLearning literacy and what are its implications for educators? In the paper, the author will argue that fundamental to learning with mobile devices is the need to develop the associated digital literacy in students. The author proposes that being mLearning literate would empower students to learn more independently and more safely when using mobile devices and their applications.

scholarly journals Conceptualising mLearning Literacy

2017 ◽  
pp. 147-169
Author(s):  
Wan Ng
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Digital Literacy ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Theoretical Frameworks ◽  
Educational Application ◽  
Conceptual Paper

Research into the educational application of mobile technologies has increased dramatically in recent years. Much has been written about mobile learning and its various pedagogical practices and issues as well as the theoretical frameworks that have been developed to underpin the studies in the reports. However, little has been written about the literacy associated with learning with mobile devices and whether there is a place for its development in education. This conceptual paper seeks to explore mLearning literacy, the digital literacy associated with learning with mobile devices, and asks the question: What is mLearning literacy and what are its implications for educators? In the paper, the author will argue that fundamental to learning with mobile devices is the need to develop the associated digital literacy in students. The author proposes that being mLearning literate would empower students to learn more independently and more safely when using mobile devices and their applications.

scholarly journals Mobile learning in clinical settings: unveiling the paradox

2021 ◽  
Vol 33 (4) ◽  
pp. 349-367
Author(s):  
Shuh Shing Lee ◽  
Sook Muay Tay ◽  
Ashokka Balakrishnan ◽  
Su Ping Yeo ◽  
Dujeepa D. Samarasekera
Keyword(s):  
Medical Students ◽  
Technology Acceptance ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Online Survey ◽  
Clinical Settings ◽  
Exploratory Research ◽  
Clinical Environment ◽  
Structured Interviews ◽  
Suitable Material

Purpose: The use of mobile devices among medical students and residents to access online material in real-time has become more prevalent. Most literature focused on the technical/functional aspects of mobile use. This study, on the other hands, explored students, doctors and patients’ preferences and reasons towards the use of mobile devices in clinical settings underpinned by the Technology Acceptance Model 2 (TAM 2).Methods: This research employs an exploratory research design using survey and semi-structured interviews. An online survey was administered to clinical year medical students, followed by semi-structured interviews with the doctors and patients. Questions for the online survey and semi-structured interviews were derived from previous literature and was then reviewed by authors and an expert panel. A convenience sampling was used to invite voluntary participants.Results: Survey findings showed that most medical students used their devices to find drug information and practice guidelines. The majority of the students accessed UpToDate followed by Google to access medical resources. Key barriers that students often encountered during the use of mobile devices were internet connectivity in the clinical settings, reliability of the information, and technical issues. Thematic analysis of the interviews revealed four themes: general usage by students, receptivity of the use of mobile devices by students, features in selecting resources for mobile learning, and limitation in the current use of mobile devices for learning.Conclusion: The findings from this study assist in recommending suitable material using mobile devices to enhance learning in the clinical environment and expand the TAM 2.

Informal Learning of Older Adults in Using Mobile Devices: A Review of the Literature

2019 ◽  
Vol 69 (2) ◽  
pp. 120-141 ◽  
Author(s):  
Bora Jin ◽  
Junghwan Kim ◽  
Lisa M. Baumgartner
Keyword(s):  
Older Adults ◽  
Technology Acceptance ◽  
Informal Learning ◽  
Mobile Devices ◽  
Cognitive Theory ◽  
Learning Experience ◽  
Empirical Studies ◽  
Medical Knowledge ◽  
Theoretical Frameworks ◽  
Theoretical Perspectives

This review aims to understand everyday learning of older adults using mobile devices. Specifically, for both academic and practical implications, we wanted to know what theoretical perspectives researchers adopted and how mobile devices play a role in older adults’ informal learning. We analyzed 28 empirical studies (15 qualitative, 10 quantitative, and 3 mixed methods) that met our selection criteria. Our findings revealed that the studies used four theoretical frameworks to understand their learning: (a) technology acceptance theory, (b) experiential learning theory, (c) social cognitive theory, and (d) activity theory. We also identified six themes of older adults’ informal learning using mobile devices through key findings from the existing studies: (a) self-learning of health or medical knowledge, (b) affective and emotional dimensions, (c) ambivalent attitudes, (d) practical uses, (e) interpersonal and intergenerational communication, and (f) collaborative learning experience. We conclude this article with discussion for research and practice.

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.

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.

HeinOnline Takes a Diversified Approach to Legal Research Training

2010 ◽  
Vol 10 (2) ◽  
pp. 120-123 ◽  
Author(s):  
Marcie M. Baranich
Keyword(s):  
Social Media ◽  
Research Training ◽  
Legal Research ◽  
Research Skills ◽  
Video Tutorials ◽  
Proper Training ◽  
Training Resources ◽  
Media Applications

AbstractDeveloping legal research skills is something that takes time and practice and can be enhanced with proper training. Marcie M. Baranich explores the various resources that HeinOnline offers to help law librarians and legal researchers develop their research skills in HeinOnline, from training guides and video tutorials to live webinars and support, together with the platforms and social media applications used to disseminate training resources, including the Wiki, Blog, YouTube channel, Facebook page, and Twitter feed.

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