scholarly journals Mobile Learning Apps in Instruction And Students Achievement

2017 ◽  
Vol 11 (1) ◽  
pp. 143 ◽  
Author(s):  
Sandhya Kattayat ◽  
Smitha Josey ◽  
Asha J.V
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Low Cost ◽  
Relevant Information ◽  
Learning System ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
Learning Goals ◽  
Future Research ◽  
Reference Base

<p>The increasing availability of low-cost mobile and wireless devices and associated infrastructure heralds both opportunities and challenges for educational institutions and their teachers and learners.[1]Mobile telephones are inexpensive, accessible, and well positioned for the delivery of student support interventions. Low cost mobile technologies can be used to maintain and enhance contact with students and teachers, and, by logic and improve retention[2]Students reasons for withdrawal from a course can be due to: distance from the study centres; insufficient academic support; insufficient information on counselling and laboratory sessions; and other associated information.  As mobile phones become more ubiquitous, they are arguably well positioned to play a more central and effective role in providing students with much needed information – i.e., schedule of counselling and/ or laboratory sessions; and other relevant information related to their studies.[3]Most learning pedagogies from constructive learning and conversation theories can be adapted for a mobile learning environment. The key is to understand the strengths and weakness of a particular technology, while deploying good pedagogical practices to achieve specific learning goals.[3]It seems inevitable that m-learning will soon be an essential extension of e-learning[3] In the context of mobile learning, device type has a critical impact on teaching and learning.[4] Mobile learning is most prevalent at higher education institutions, followed by elementary schools. Mobile learning most frequently supports students in the professions and applied sciences, followed by the humanities and formal sciences.  The most highly cited articles fall into the categories of mobile learning system design and followed by effectiveness. In sum, this study of issues in mobile learning presents findings which can help supplement linkages with previous studies and forms an important reference base for the future research in mobile learning.[4]The basic elements of mobile learning are teacher , learner, content, environment and assessment.[7]</p>

Reviewing Research on Mobile Learning in K–12 Educational Settings

2017 ◽  
Vol 33 (1) ◽  
pp. 27-39 ◽  
Author(s):  
Jingrong Xie ◽  
James D. Basham ◽  
Matthew T. Marino ◽  
Mary F. Rice
Keyword(s):  
Students With Disabilities ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
School Administrators ◽  
Experimental Studies ◽  
Mobile Technologies ◽  
Future Research ◽  
Educational Settings ◽  
Inclusive Settings ◽  
K 12

Mobile technologies have shown great potential in various educational settings. Moreover, there is an emerging research base demonstrating how students view and interact with mobile devices to learn. As more of these technologies enter inclusive educational settings, an understanding of the extant research base for mobile learning (M-learning) and students with various exceptionalities including disabilities is necessary for technology developers, researchers, educators, and school administrators to support student success. To this end, this study used a synthesis approach to reviewing the literature published on M-learning for students with and without disabilities in formal and informal K–12 educational settings. It provides a comprehensive mapping of 47 studies from 2007 to 2016. The current review revealed that (a) most studies focused on the effectiveness of M-learning on teaching and learning, (b) mixed methods and experimental studies were the most popular methodologies, and most importantly (c) research outcomes were generally positive about the potential of M-learning to support the needs of students with disabilities in inclusive settings. Limitations and implications for future research on M-learning are also discussed.

scholarly journals MOBILE LEARNING AMONG FORM SIX STUDENTS: ARE THEY READY?

2021 ◽  
Vol 6 (38) ◽  
pp. 147-166
Author(s):  
Jol Kankok ◽  
Abdul Said Ambotang ◽  
Syahrul Nizam Salam
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Preliminary Finding ◽  
Great Majority ◽  
Learning System ◽  
Mobile Technologies ◽  
Self Directed Learning ◽  
Technological Readiness ◽  
High Level

Prior to embarking on mobile technologies, mobile learning has become an integral part of learning strategies. It is viewed as a potentially significant learning tool as it has made learning ubiquitous with the use of wireless mobile devices. However, before designing and implementing a new learning system, learner’s readiness should be taken into consideration. Despite its notable advantages, mobile learning is largely unresearched at Malaysian Form Six Students. Therefore, this quantitative study aims to investigate the extent of readiness of Malaysian Form Six students., A set of questionnaires was administered to 106 randomly selected form six students to serve this purpose. The questionnaire was designed to explore three main readiness, namely Self-Directed Learning (SDL), technological readiness, and psychological readiness. The overall findings revealed that a great majority of the students show a high level off readiness for the implementation of mobile learning. The evidence from this preliminary finding has provided valuable information for educators and curriculum designers to discover ways to exploit mobile learning in the teaching and learning process.

Impacts of International Baccalaureate programmes on teaching and learning: A review of the literature

2018 ◽  
Vol 17 (3) ◽  
pp. 240-261 ◽  
Author(s):  
Anisah Dickson ◽  
Laura B. Perry ◽  
Susan Ledger
Keyword(s):  
Teaching And Learning ◽  
International Baccalaureate ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Additional Stress ◽  
Future Research ◽  
Wide Range ◽  
Teachers And Students ◽  
The Impact

International Baccalaureate (IB) programmes are growing rapidly worldwide, driven in part by their global reputation and concept-driven, inquiry-based approach to teaching and learning. This thematic review of a range of literature sources examines the impact of IB programmes on teaching and learning, highlighting trends, challenges, and benefits. Findings of the review revealed that most of the studies, both qualitative and quantitative, examined stakeholders’ perspectives or self-reported experiences of IB programmes; a very small number used research designs that control for confounding factors or allow causal inferences to be drawn. A wide range of stakeholders report that IB programmes develop research and critical thinking skills, intercultural appreciation and global awareness, as well as cultivate collaborative working cultures and creative pedagogical practices among teachers. Challenges include extra demands on teachers for lesson planning and assessment, additional stress for teachers and students, and competing demands and expectations with national requirements. Recommendations are provided which may guide future research endeavours.

scholarly journals Teaching and Learning Physics with Smartphones

2015 ◽  
Vol 17 (1) ◽  
pp. 31-50 ◽  
Author(s):  
M. Á. González ◽  
Manuel Á. González ◽  
M. Esther Martín ◽  
César Llamas ◽  
Óscar Martínez ◽  
...  
Keyword(s):  
Mobile Applications ◽  
Teaching And Learning ◽  
Low Cost ◽  
Positive Influence ◽  
Mobile Technologies ◽  
Traditional Learning ◽  
Know How ◽  
Measurement Devices ◽  
The One ◽  
Physics Experiments

The use of mobile technologies is reshaping how to teach and learn. In this paper the authors describe their research on the use of these technologies to teach physics. On the one hand they develop mobile applications to complement the traditional learning and to help students learn anytime and anywhere. The use of this applications has proved to have very positive influence on the students' engagement. On the other hand, they use smartphones as measurement devices in physics experiments. This opens the possibility of designing and developing low cost laboratories where expensive material can be substituted by smartphones. The smartphones' sensors are reliable and accurate enough to permit good measurements. However, as it is shown with some examples, special care must be taken here if one does not know how these apps used to access the sensors' data are programmed.

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>

scholarly journals BREVE COMPREENSÃO DA CONJUNTURA BRASILEIRA QUANTO À INTEGRAÇÃO DAS TIC E INTERNET NA EDUCAÇÃO

2020 ◽  
Vol 13 (4) ◽  
pp. 474
Author(s):  
João Batista Bottentuit Junior ◽  
Larize Kelly Garcia Ribeiro Serra ◽  
Mizraim Nunes Mesquita
Keyword(s):  
Public Schools ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Pedagogical Practices ◽  
Mobile Technologies ◽  
The North ◽  
Information And Communication ◽  
Internet Availability ◽  
Internet In Education

This study aims to investigate Brazilian scenario regarding the integration of ICT and Internet in education. It aims to investigate these effects by means of a bibliographic research, with a qualitative approach and exploratory and descriptive nature. It presents a brief explanation about cyberculture, information society and the presence of the Information and Communication Technologies (ICT) and Internet in educational scenarios, considering the ponderations of authors as Castells (2003), Levy (2010), Primo, Valiati, Lupinacci and Barros (2017), Santaella (2013), among others. It discusses data about schools’ structure in terms of ICT and Internet availability, Internet connection, teacher’s formation to use digital technologies in the teaching and learning process, use of ICT and Internet by students, etc. It highlights the advances and limitations of Brazilian schools towards the integration of technologies for learning. It recognizes that Brazilian public schools are the most limited in this context, especially those that work with the elementary level. It observes that students are every day more connected to the Internet through mobile technologies and, therefore, they could be better explored for educational purposes. It notes that, in general, the North and Northeast regions are those with more struggles to integrate ICT in pedagogical practices.

scholarly journals THE READINESS TEACHERS OF NATURAL SUBJECTS TO USE MOBILE TECHNOLOGIES FOR TEACH STUDENTS

2019 ◽  
pp. 30-39
Author(s):  
Hranovska Tetiana ◽  
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Natural Sciences ◽  
Educational Process ◽  
Literary Analysis ◽  
Mobile Technologies ◽  
Future Research ◽  
Learning Technology ◽  
Methodology Development ◽  
Innovative Learning

The article deals with the features of the mobile learning technology emergence. The genesis of mobile learning in the field of distance and e-learning and its development in the field of blended learning are clarified. The foreign experience and research of domestic scientists on the introduction of mobile learning in the educational process of Ukrainian educational institutions are analyzed. The relevance of the application of this innovative learning technology is clarified according to carried out the literary analysis, but there is a lack of study of mobile technologies using in the educational process, in particular in natural sciences study. The author conducted an experimental study in the form of questionnaires to find out the state of mobile education in general secondary education and to identify the readiness of natural subjects’ teachers to use mobile technologies to teach students. Teachers use mobile technology in lessons, mainly for organizing work with e-textbooks and searching for material online, and less often for demonstrating video experiences in the classroom. The barriers to the use of mobile technologies are the follows: lack of information about the educational opportunities of mobile technologies, lack of methods for its use, the influence of administration policy on the educational process, as well as the age of teachers. The article presents examples of mobile technologies that are appropriate to use in teaching natural sciences. Mobile applications are analyzed and their didactic capabilities are identified during specific lesson activities. The results of the study confirmed teachers' readiness to use mobile learning, in particular by using mobile technologies during the lesson. This paper describes the advantages of mobile devices in the application of its distance learning capabilities. The prospects of using mobile technologies in the educational process during pupils study are proved. The article outlines the prospects for future research of the methodology development for using mobile devices in teaching natural subjects.

Inverted Constructivism to Leverage Mobile-Technology-Based Active Learning

2018 ◽  
pp. 240-258
Author(s):  
Doo Hum Lim ◽  
Kristie Tschopp-Harris
Keyword(s):  
Active Learning ◽  
Mobile Technology ◽  
Curriculum Design ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Low Cost ◽  
Primary Objective ◽  
Mobile Technologies ◽  
Design Development ◽  
The Social

The classroom environment in the 21st century has increasingly utilized many types of technologies as supplemental tools for teaching and learning including instructional design, development, and delivery. The level at which schools are encompassing more technology is often restrained by financial constraints and rapid advances in the static equipment, making the equipment outdated within a short period of time. However, the use of relatively low cost mobile technologies such as tablets and cell phones in the classroom setting have reduced the social and logistical barriers in education and enhanced the creative active learning processes. The primary objective of this chapter is to offer insights into the importance of using mobile technology to educate students in today's connected society and to identify the multi-faceted advantages of mobile technology within an active learning curriculum design to encourage a meaningful learner-centered experience.

Wamda

2019 ◽  
pp. 203-226
Author(s):  
Athra Sultan Alawani
Keyword(s):  
Social Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Arab World ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Smart Systems ◽  
Learning Platform ◽  
Teachers Professional Development ◽  
Smart Mobile

Teachers' professional development programs need to be reconsidered to meet their expectations in the new digital era. Thus, there is need to consider the importance of offering mobile, informal, and social learning in the workplace through smart utilization of the emerging mobile technologies. This chapter introduces the features of an innovative mobile and social learning platform, which aims at improving teachers' performance in the UAE and the Arab world by promoting knowledge and skill through better integration of ICT in the teaching and learning process and better adoption of learner-centric learning. A smart mobile learning platform called “Wamda” is providing micro-courses that are relevant to the curriculum, experiential, and immersive. It is designed to utilize the power of mobile learning technologies, artificial intelligence techniques, and social networking approach. Through this chapter, the critical pedagogical and technical aspects of creating a smart mobile learning environment were elaborated and checked against a list of attributes of smart systems.

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.

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