scholarly journals Using Mobile Learning Tools in Higher Education: A UAE Case

2019 ◽  
Vol 13 (11) ◽  
pp. 51
Author(s):  
Jenny Eppard ◽  
Zeina Hojeij ◽  
Pinar Ozdemir-Ayber ◽  
Marlieke Rodjan-Helder ◽  
Sandra Baroudi
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Future Research ◽  
Cultural Norms ◽  
Learning Tools ◽  
Culturally Appropriate ◽  
Ubiquitous Learning ◽  
Additional Information ◽  
Development And Utilization

Research indicates that mobile learning (ML), has the potential to transform teaching and learning. Despite its benefits, mobile learning adoption is a challenging process which requires support to facilitate its integration. The focus of this article is to investigate the factors that could affect ML acceptance. The quantitative and qualitative data collected from the surveys revealed additional information regarding the pedagogical benefits of and obstacles to mobile learning integration. Even though participants in this study reported to be late adopters of technology, they  maintained that ML is useful for learning, specifically ubiquitous learning. Teachers also noted that mobile learning integration is more successful when aligned with local cultural norms.  Mobile learning tools that might be culturally appropriate in one context may not always be accepted in another.  Findings of this study provide several implications and recommendations for future research on mobile learning implementation. Further research could explore the development and utilization of a rubric with specific criteria for evaluating mobile learning applictations.<strong> �  </strong>

scholarly journals Online Teaching With M-Learning Tools in the Midst of Covid-19: A Reflection Through Action Research

10.28945/4761 ◽  
2021 ◽  
Author(s):  
Minh Q. Huynh ◽  
Eraj Khatiwada
Keyword(s):  
Action Research ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Future Research ◽  
Learning Tools ◽  
Online Instructors ◽  
Quantitative Studies ◽  
Frame Work

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 173-193. Click DOWNLOAD PDF to download the published paper.

Developing Prospective Principals’ Problem-Framing Skills

2003 ◽  
Vol 13 (5) ◽  
pp. 529-548 ◽  
Author(s):  
Michael Aaron Copland
Keyword(s):  
Teaching And Learning ◽  
Qualitative Data ◽  
Future Research ◽  
Administrator Preparation ◽  
Social Psychological ◽  
Preparation Program ◽  
Problem Framing ◽  
Definition Of ◽  
Prospective Principals ◽  
Administrative Problem

This article reports on a study that inquired about the teaching and learning of administrative problem-framing skills in a problem-based learning (PBL) administrator preparation program. A literature-based definition of problem-framing ability is developed and a theoretical rationale for the study, based on elements of a social-psychological framework, is introduced. Employing a one-group pretest–posttest design, the problem-framing ability of students in one program cohort was measured prior to exposure to any PBL experiences and again at the end of their preparation program after repeated exposure to PBL. A statistical analysis reveals students’ problem-framing ability improves significantly over time, associated with their level of exposure to PBL. In postprogram qualitative data, graduates suggest PBL preparation develops their ability to frame problems encountered in practice. Finally, the implications of the findings for instructional practice and future research on administrator preparation are explored.

Augmenting Education

2016 ◽  
pp. 160-180 ◽  
Author(s):  
Russell William Beauchemin
Keyword(s):  
Learning Communities ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Physical Reality ◽  
Mobile Technologies ◽  
Learning Tools ◽  
Google Glass ◽  
Virtual Realities ◽  
Operating Theatres ◽  
Teaching Learning

This chapter covers research surrounding augmented and virtual realities as types of mobile technologies for teaching and learning. The efficacy of these technologies as mobile learning tools will be presented and how these technologies might be used to enhance or even create contemporary classrooms such as virtual operating theatres and virtual tours while on-the-go. The chapter will also present some conclusions that can be drawn from various augmented and virtual realities research using Google Glass and Google Cardboard as well as challenges and concerns in terms of privacy and detachment from physical reality. Finally, this chapter presents examples of how Google Glass Explorers use AR devices to deconstruct traditional segmented classrooms and reconstruct modern-day learning communities where teaching, learning, collaborating, and sharing become integrated.

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 Online Teaching With M-Learning Tools in the Midst of Covid-19: A Reflection Through Action Research

10.28945/4806 ◽  
2021 ◽  
Vol 18 ◽  
pp. 173-193
Author(s):  
Minh Q. Huynh ◽  
Eraj Khatiwada
Keyword(s):  
Action Research ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Future Research ◽  
Learning Tools ◽  
Online Instructors ◽  
Quantitative Studies ◽  
Frame Work

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes.

Teaching Through Mobile Technology

2020 ◽  
pp. 1022-1035
Author(s):  
Mmaki Jantjies ◽  
Mike Joy
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Learning Tools ◽  
Technology Learning ◽  
Mathematics Classrooms ◽  
Learning Content ◽  
The World ◽  
And Mathematics ◽  
Technology In Schools

The use of mobile technology to support teaching and learning in schools, has extended technology learning tools in schools across different socio economic divides. There have been various studies throughout the world which reflect the improvement of such technology in schools. In this chapter we reflect on a series of studies conducted in developing countries with focus on Jantjies and Joy (2012, 2013, 2014, 2015) studies. The studies were conducted in schools with the objective of providing teachers and learners with multilingual mobile learning content specifically designed to support teaching and learning in their science and mathematics classrooms and beyond. This chapter provides a culmination of lessons learnt from all studies reflecting on the journey of mobile learning in schools across South Africa. The use of mobile technology to support teaching and learning in schools, has extended technology learning tools in schools across different socio economic divides. There have been various studies throughout the world which reflect the improvement of such technology in schools. In this chapter we reflect on a series of studies conducted in developing countries. The studies were conducted in schools with the objective of providing teachers and learners with multilingual mobile learning content specifically designed to support teaching and learning in their science and mathematics classrooms and beyond. This chapter provides a culmination of lessons learnt from all studies reflecting on the journey of mobile learning in schools across South Africa.

Uso de Plataformas Integradoras de Ferramentas Tecnológicas e Pedagógicas em Ambiente Virtual de Aprendizagem em Profissões de Saúde

2018 ◽  
Vol 19 (2) ◽  
pp. 168
Author(s):  
Paulo Henrique Perlatti D'Alpino ◽  
Mackeler Ramos Polassi ◽  
Marcelo Henrick Matochek Maia ◽  
Pedro Luiz Santos Tomaz ◽  
Thales De Sá Oliveira
Keyword(s):  
Distance Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Education Institution ◽  
Personal Contact ◽  
Future Research ◽  
Learning Tools ◽  
Learning Methods ◽  
Financial Investment ◽  
The Individual

A contínua busca por conhecimento faz parte da sociedade contemporânea, profissionais e estudantes buscam uma melhor qualidade de vida baseada em sua qualificação profissional e melhores salários. Por outro lado, para se alcançar melhor qualificação, de acordo com a realidade individual, se exige disponibilidade de tempo, investimento financeiro e motivação para ingressar em uma instituição de Ensino Superior. Este artigo objetiva fornecer uma visão geral da diversidade de ferramentas disponíveis para o aprendizado e identificar as diretrizes para pesquisas futuras relacionadas aos métodos de ensino e aprendizagem em profissões da área de saúde, com ênfase em Odontologia. Após uma introdução e definições dos diferentes métodos de aprendizagem, este artigo considera a importância de identificar os desafios das diferentes formas de aprendizado na área da saúde, quer seja híbrido (blended learning) ou totalmente on-line, bem como as diferentes formas de avaliação destes métodos de ensino. É fato que a maior crítica ao ensino a distância recai sobre a falta de contato pessoal com os pacientes e a necessidade de se estabelecer vínculo. Conclui-se que os métodos de ensino a distância, em que pesem as limitações que se impõem, é promissor nos cursos da área de saúde, o que certamente inclui a Odontologia.Palavras-chave: Ensino a Distância. Ensino Semipresencial. OdontologiaAbstractThe continuous search for knowledge is part of contemporary society, and professionals and students seek for a better quality of life based on their professional qualification and better incomes. On the other hand, to obtain a better qualification according to the individual reality of each subject  requires the availability of time, financial investment, and motivation to enter a higher education institution. This article aims to provide an overview of the diversity of available learning tools and to identify the guidelines for future research related to teaching and learning methods in health professions, with emphasis in Dentistry. After an introduction and definitions of the different learning methods, this article considers the importance of identifying the challenges of the different learning forms in the area of health, whether it is hybrid (blended learning) or online, as well as the different forms of evaluation of these teaching methods. It is a fact that the greatest criticism of distance education lies in the lack of personal contact with patients and the need to establish a link. As a conclusion, in spite of the limitations imposed, methods of distance education are promising in the health care courses, which certainly may include Dentistry.Keywords: E-Learning. Blended Learning. Dentistry

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>

Studying the Usability of an Intervention to Promote Teachers’ Use of Robotics in STEM Education

2017 ◽  
Vol 56 (8) ◽  
pp. 1179-1212 ◽  
Author(s):  
ChanMin Kim ◽  
Jiangmei Yuan ◽  
Dongho Kim ◽  
Prashant Doshi ◽  
Chi N. Thai ◽  
...  
Keyword(s):  
Stem Education ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Positive Impact ◽  
Open Educational Resources ◽  
Emotional Engagement ◽  
Future Research ◽  
Usability Study ◽  
Survey Results ◽  
Theoretical Foundations

We developed RoboSTEM, a portal for open educational resources for the use of robotics in teaching and learning, to help teachers learn how to design and implement lessons using robotics. In this article, the design and functionality of RoboSTEM and the theoretical foundations behind its design are described. Two usability testing studies are also presented. Participants were 13 pre- and in-service teachers. Results from both quantitative and qualitative data analyses show that (a) usability survey ratings were positive overall and improved after revisions from the first usability study to the second; (b) data from participants’ screen activities and interviews were aligned with the survey results; (c) high levels of behavioral, cognitive, and emotional engagement in RoboSTEM were observed; and (d) the positive impact of RoboSTEM on example-based learning was acknowledged among teachers. Applications of RoboSTEM as well as future research and development directions are discussed.

scholarly journals Guided Mobile Learning for English Language Teaching: The Teachers’ Perspective

2021 ◽  
pp. 27-38
Author(s):  
A. N. A. Kamal ◽  
M. A. K. Azlan ◽  
S. F. Ng ◽  
A. Manion
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Mobile Apps ◽  
Language Teachers ◽  
English Language Teaching ◽  
Learning Tools ◽  
English Language Teachers ◽  
Web Learning

Aims: This study evaluates teachers' perspectives on the integration of guided mobile learning through the Mobile Intervention Module (MIM) in English language teaching. As previous studies suggested that there are conflicting views among scholars with regards to mobile usage in classroom learning, this paper attempts to address scholars' concerns by suggesting English language teachers' opinions on the possibility of having practical guided mobile learning activities to complement the course contents. Study Design: This study adopts a qualitative approach. Place and Duration of Study: Universiti Malaysia Kelantan, Malaysia, between February 2019 to July 2019. Methodology: Interview sessions are conducted among four language instructors to see how they perceive the effectiveness of guided mobile learning intervention towards teaching and learning. Content Analysis is later adopted to analyse the interview data where specific themes are derived. The concept of MIM that incorporates appropriate web learning tools is developed and explained. MIM functions as a comprehensive guide that matches the course contents to the most appropriate web learning tools. Results: The results show that all instructors perceive guided mobile learning through the MIM positively. This study implicates that guided mobile learning could be useful in facilitating the teaching approach shift from conventional to technology-assisted, enabling the integration of interactive activities in learning, developing specific language skills and enhancing engagement. It should also be noted that there may be some adaptation barriers of mobile learning that can hinder learning process. Conclusion: While it is recommended that mobile learning is integrated with lessons, to achieve effective results, however, as suggested in the findings of this study, it has to be guided, thus a proper module that links the syllabus to the mobile apps needs to be created.

Sign in / Sign up

Export Citation Format

Share Document