scholarly journals Using Mobile Technologies for Enhancing Student Academic Experience: University of Jordan Case Study

2016 ◽  
Vol 10 (1) ◽  
pp. 13 ◽  
Author(s):  
Mohamd Hassan Hassan ◽  
Fuad Alhosban ◽  
Mou'ath Hourani
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Learning Experience ◽  
Learning Outcome ◽  
Mobile Technologies ◽  
Graduation Requirements ◽  
Test Case ◽  
Academic Experience ◽  
Mobile Environment

This paper presents an approach to enhance students’ engagement with their university, as well as assisting them in understanding their current academic state by using mobile technologies. This approach simplifies the presentation, awareness of university rules and regulation in regards to graduation requirements, in credit hour system, through the development of a friendly mobile environment called UniApp. A test case is presented of an interactive mobile learning (m-learning) environment in higher education institutions that adhere to university rules and regulations. Normally, students login frequently to their university account in order to use some of the provided facilities, such as marks and registered modules. However, students need to be aware of what they are studying and what learning outcome they need to achieve. They also need to be aware of how this can benefit them in completing their major, as well as having an enjoyable learning experience

scholarly journals Using mobile learning and social media to enhance learner feedback

2017 ◽  
Vol 9 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Mireilla Bikanga Ada ◽  
Mark Stansfield ◽  
Gavin Baxter
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Research Approach ◽  
Content Type ◽  
Media Applications

Purpose The purpose of this paper is to investigate an area of growing importance that is widely recognised in the literature relating to the issue of how to improve ways that assessments and feedback are provided to students within higher education. This paper reports on a study that aimed to explore the views of both educators (n=70) and students (n=540) on feedback and feed-forward at a UK university. The study also investigated their experience and attitudes to social media applications as a means of enhancing access to feedback within the context of mobile learning. Design/methodology/approach The research approach adopted in this study predominately conforms to a quantitative research design though embeds elements of qualitative research via a “mixed methods” approach. The overall methodology of the paper adheres to an exploratory case study in a higher education environment to identify various issues and approaches that could be addressed or enhanced to aid ways that assessments and feedback are disseminated to students within higher education. Findings Participants’ views were sought in relation to students receiving learning materials, as well as feedback from tutors directly to their smartphones and mobile devices. In addition, the study explored possible reasons for students not wanting to use social media and mobile devices for their learning and feedback. Overall, the results indicated a positive attitude on the part of educators and students to using mobile devices and social media applications for teaching and learning purposes. Research limitations/implications The case study presented in this paper draws on findings from one higher educational institution. Further research is required to determine the generalisability of the findings to allow comparison of the findings to be undertaken within other higher education institutions. Originality/value The originality of the paper is that it provides detailed empirical evidence and findings that provide several important implications in relation to enhancing the student learning experience and providing considerable improvements to the way that feedback is provided that make it more likely that students will take more notice to feedback and act upon it. This in turn enables educators to better plan and manage their teaching and student experience online and through students’ mobile devices. The value of this study is that it explores views of both educators and students, whereas many other previous studies tend to focus on the views of either educators or students.

TRANSFORMING THE DELIVERY OF CURRICULUM IN THE CARIBBEAN SIDS THROUGH MOBILE LEARNING

2020 ◽  
Author(s):  
Alice Thomas-Martin ◽  
Ruel Ellis
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technologies ◽  
Small Island ◽  
Educational Institutions ◽  
Traditional Classrooms ◽  
Mobile Environment ◽  
Assessment Techniques ◽  
And Training

Mobile devices and mobile technologies are significantly impacting the field of education. The dynamics of mobile computing is transforming the landscape of traditional classrooms. Education is a major factor in developing and sustaining a country. In a fast paced environment, traditional classrooms can be a hindrance to higher education. Mobile learning has the capacity to provide effective pedagogical and suitable learning activities for students of higher education. This paper explores m-learning and the shift of focus that it brings to educators and students. It looks at the relevance and place of m-learning in higher education, the framework for design as well as the devices and technologies that are available for use. The pedagogical approaches, assessment techniques and training that are suitable for the mobile environment are explored. The use of mobile devices allows for a level of flexibility that allows students to access education anywhere, anytime. Mobile learning provides a way for educational institutions to deliver educational content to its students on any platform, anyplace and at the time of need. For the design and implementation for mobile learning, the design approach was the point of focus. The relevance of mobile learning to Small Island Developing States and the future was highlighted.

scholarly journals To what extent emotion, cognition and behaviour enhance a student’s engagement: A case study on the MAJA teaching approach

2021 ◽  
pp. 147821032110320
Author(s):  
Matt M. Husain
Keyword(s):  
Higher Education ◽  
Cognitive Engagement ◽  
Learning Outcome ◽  
Soft Or ◽  
Final Exam ◽  
Course Content ◽  
Higher Education System ◽  
Student Aspirations ◽  
Class Environment

This empirical article problematises student engagement in today’s higher education system. The objective of this research is to stimulate a student’s behavioural, emotional and cognitive engagement. I employed an inclusive, inductive and reflexive approach and used mixed methods for collecting data from 948 volunteer participants. The preliminary findings illustrate that playing soft or lively music for a few minutes before a class as well as contextualising and delivering course content combined with enrolled students’ background, hobbies and preferences can go a long way in stimulating emotional and cognitive engagements. The findings also reveal that offering chair yoga during mid-term and/or final exam periods as well as encouraging students to hydrate can lead to increasing behavioural adjustments and then in attention and engagement. The results are encapsulated in a novel teaching framework, MAJA (meaning fun in Sanskrit) that stands for: (a) music, (b) anonymous class survey, (c) jest, and (d) aliment. The framework illuminates that when students tangibly sense a connection between a safe and comfortable class environment and course content, their participation increases and absenteeism decreases. They also promote student aspirations and accountability that facilitate critical thinking, an imperative learning outcome in higher education.

DIDACTIC POTENTIAL OF MOBILE LEARNING IN HIGHER EDUCATION

2021 ◽  
Vol 1 (3) ◽  
pp. 22-27
Author(s):  
N. G. Bondarenko ◽  
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Educational Goals ◽  
Training Methods ◽  
Technological Feature ◽  
Higher Education System ◽  
System A ◽  
Student Training

The growing availability of modern mobile smartphones and tablet computers is leading to an increase in the volume of content users consumed, including educational content. The development of mobile technologies opens up many opportunities for learning in higher education institutions. However, the use of mobile learning in student training should not be a spontaneous process, it is necessary to create pedagogically substantiate approaches and training methods. This article analyzes and interprets the results of existing research in pedagogy regarding the didactic potential of mobile learning in higher education system. A classification of didactic properties and functions of mobile learning is developed and proposed. The main didactic properties of mobile learning include: by the didactic feature of mobile learning — ten properties; by the technological feature of mobile learning — eleven properties. The main didactic functions of mobile learning are: by the didactic feature of mobile learning — eleven functions; by the technological feature of mobile learning — five functions. The didactic potential of mobile learning, due to its inherent didactic properties and functions, makes the educational process more effective, as well as contributes to the guaranteed achievement of students’ educational goals and planned learning outcomes.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

scholarly journals Digitalization Policy Influence: Implementation of Mobile Learning in the University Educational Process

Webology ◽  
2021 ◽  
Vol 18 (Special Issue 04) ◽  
pp. 687-699
Author(s):  
Sergey Evgenievich Shishov
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Educational Process ◽  
Mobile Technologies ◽  
Learning Methods ◽  
Policy Influence ◽  
Main Components ◽  
The University ◽  
Training Organization

The digitalization of higher education has led to the emergence of new teaching methods, including mobile learning methods. The purpose of the study is to determine the prospects, advantages, and obstacles to the introduction of mobile learning in the university educational process in the context of the digitalization policy of education. The study presents the prospects for the introduction of mobile learning in the university educational process; identifies the main components of mobile learning, which ensure the effectiveness of the implementation of mobile technologies and types of mobile content that can be used in the university educational process; an analysis of each type has been carried out; the advantages and obstacles of the introduction of mobile learning are highlighted. In conclusion, mobile technologies allow introducing new forms of training organization, involving the interaction of learning subjects with each other not only during lessons but also outside them.

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

Measuring Mobile Experience in Chinese Language Learning

2022 ◽  
pp. 217-231
Author(s):  
Chenxiang Elaine Ji
Keyword(s):  
Language Learning ◽  
Mobile Learning ◽  
Learning Experience ◽  
Research Question ◽  
Chinese Language ◽  
Mobile Technologies ◽  
Future Research ◽  
Online Questionnaire ◽  
Chinese Language Learning ◽  
Different Levels

After mapping dimensions and directions of experience in applying mobile technologies to Chinese language learning, another key task is to measure different levels of experience in terms of its dimensions and directions of learners' experience in leveraging mobile technologies, mobile learning apps in particular. Equipped with the proposed 6E-r framework of mobile experience, this chapter provides indicators and criteria in measuring mobile learning experience in applying mobile technologies to Chinese language learning around the world. This chapter also developed an online questionnaire for future research reference in order to successfully gauge the different levels of experience in applying mobile technologies to Chinese language learning. Ultimately, this chapter attempted to resolve the research question, that is, how mobile learning experience is enhanced by narrowing the gap between the normative experience and the empirical experience.

scholarly journals Blended interaction: Implementing a bring-your-own-device approach versus provided tablet computers

2016 ◽  
Vol 35 (1) ◽  
Author(s):  
Jako Olivier
Keyword(s):  
Higher Education ◽  
Real Time ◽  
Effective Interaction ◽  
Mobile Technologies ◽  
Bring Your Own Device ◽  
Tablet Computers ◽  
Specific Context ◽  
Case Study Design ◽  
University Level

Effective interaction in classes and real-time feedback are challenges that may occur in any classroom. In this regard, mobile technologies may act as a supplement in a so-called blended context. This article investigates the role a bring-your-own-device approach in comparison with an approach where similar tablet computers are provided, plays in terms of interaction and feedback in a linguistics class at third-year university level. In this way the gap in the literature regarding the implementation of blended learning in higher education in South Africa and especially in terms of the bring-your-own-device approach could be augmented. In this research a case study design was used and the data of two groups of third-years were gathered by means of qualitative methods. User statistics from a learning management system was collected, but the main data consisted of the observations and reflections of the lecturer, as well as feedback from students by means of short questionnaires. This data was analysed in an inductive manner in order to identify relevant themes and codes. Both a bring-your-own-device approach and the use of provided tablet computers could facilitate effective interaction and real-time feedback. Apart from the benefits, some limitations were identified in terms of access and skills among students. In this specific context, the bring-your-own-device approach seems to be the better option, but for other contexts solutions will have to be customised.

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