scholarly journals Using Mobile Educational Apps to Foster Work and Play in Learning: A Systematic Review

2020 ◽  
Vol 14 (18) ◽  
pp. 178
Author(s):  
Azham Hussain ◽  
Emmanuel O.C. Mkpojiogu ◽  
Elizabeth Tolulope Babalola
Keyword(s):  
Systematic Review ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Third World ◽  
Education Sector ◽  
Classroom Teaching ◽  
Policy Makers ◽  
Research Outcome ◽  
Research Questions ◽  
Educational Applications

<p>The paper examined the use of mobile educational applications to foster work and play in learning. Three research questions were asked to guide the study. Fifty (50) articles pertaining to the use of mobile educational applications in classrooms were downloaded. Out of all these papers, thirty-five (35) relevant articles were selected for review after which twenty-five (25) were carefully read and searched so as to capture the required information for the analysis. The outcome of the review indicated that there are lots of mobile educational apps that can be used by educators to foster work and play in classroom teaching and learning thereby making the teaching and learning become mobile and attractive. This means that teachers make use of apps, internet and computers to teach in classroom, which makes teaching and learning more interactive, collaborative and replaces the conventional chalkboards. The study applied systematic literature methodology in order to achieve the goal of the research. The research outcome showed that some educators have not yet embraced the use of mobile educational apps for teaching and learning in classrooms especially in third world countries. It was recommended that teachers, curriculum planners, policy makers, administrators and caregivers should be provided with knowledge on the new trend of mobile learning and its importance to the education sector.<strong></strong></p>

Towards a Conceptual Framework Highlighting Mobile Learning Challenges

2020 ◽  
Vol 12 (1) ◽  
pp. 51-63 ◽  
Author(s):  
Mourad Benali ◽  
Mohamed Ally
Keyword(s):  
Conceptual Framework ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Mobile Technologies ◽  
Implementation Barriers ◽  
Policy Makers ◽  
Learning Challenges ◽  
Learning Programs ◽  
Facilitating Conditions

Over the last decade, there has been much interest in mobile technologies in teaching and learning as emerging and innovative tools. Despite this focus, mobile learning (m-Learning) implementation is facing many challenges. This study presents a tentative conceptual framework that consolidates existing research related to mobile learning implementation barriers. The study adopted a systematic review of the literature on challenges to mobile learning. A total of 125 papers published between 2007 and 2017 were extracted from established peer reviewed journals. A qualitative content analysis was used to define 24 barriers that have been grouped into four conceptual categories: Technological, Learner, Pedagogical and Facilitating Conditions. The proposed framework acts as guide for educators, systems developers, policy makers, researchers and stakeholders interested in implementing mobile learning programs.

scholarly journals Analysis of the Main Factors Affecting the Adoption of Cloud based Interactive Mobile Learning in the Australian Higher Education Sector

2018 ◽  
Vol 12 (4) ◽  
pp. 43 ◽  
Author(s):  
Nitirajsingh Sandu ◽  
Ergun Gide
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Service Delivery ◽  
Mobile Learning ◽  
Mobile Application ◽  
Education Sector ◽  
Factors Affecting ◽  
Learning Platform ◽  
Research Outcome ◽  
Main Factors

<p>Today, every business depends on Information Technology (IT) for the efficient service delivery and cost-effective application of technological resources. Modern technologies are being adopted to overcome business pressure, streamline existing procedures and service delivery cost-efficiency for maximising profit due to the increase in global competition and shifts in the customer expectations.  Cloud computing (CC) is an Internet-centric computing service that utilises and provides IT services to organisations through the provisioning of resources through the Internet using web-centric software and gadgets without the assistance of any private IT architecture within the firm. Cloud based interactive mobile learning platform is the result of such exploration and this practice of learning is improving with the time. New technologies such as smart mobile devices, Cloud computing and wireless connectivity are opening new opportunities of learning for students.  </p><p>Thus, the aim of this paper is to evaluate the main factors affecting the adoption of Cloud based interactive mobile learning for the Australian Higher Education sector. In this research, a survey data collection technique with existing students using Mobile application for learning and also a literature review process were conducted.  Research outcome shows that the use of Artificial intelligence and Machine learning can make learning more efficient and these technologies need to be integrated in applications designed for Australian Higher Education sector.  It is expected that the research outcome will help interactive mobile application developers and higher education providers to better understand the requirements of students while providing an interactive learning platform for them.   </p>

scholarly journals Estabelecimento de critérios de qualidade para aplicativos educacionais no contexto dos dispositivos móveis (M-Learning)

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Marcos Vinícius Mendonça Andrade ◽  
Carlos Fernando Araújo Jr. ◽  
Ismar Frango Silveira
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Quality Criteria ◽  
Open Education ◽  
Learning Collaborative ◽  
Application Mode ◽  
Learning Capabilities ◽  
Educational Applications

Este artigo aborda os principais conceitos e abordagens aplicados no contexto da aprendizagem móvel:M-Learning. Descreve as necessidades para o estabelecimento de critérios de qualidade específicos para esta modalidade de aplicativos. Demonstra, com base em revisão de literatura, os principais atributos de qualidade que podem compor uma metodologia específica para avaliação da qualidade dos aplicativos educacionais. Propõe uma categorização dos critérios de qualidade de um aplicativo bem como estabelece um instrumento para avaliação de aplicativos para dispositivos móveis. Os critérios identificados e mapeados podem auxiliar docentes e outros profissionais na seleção de aplicativos para aprendizagem móvel de forma mais eficaz. Enfatiza as potencialidades do M-Learning para os processos de ensino e aprendizagem.Palavras-chave: Aprendizagem móvel, Aplicativos educacionais, Critérios de qualidade, M-Learning, Educação aberta.Quality criteria for educational applications in the context of mobile devices (M- Learning)Abstract This paper presents the main concepts and approaches applied in the context of mobile learning. It describes the need to establish specific quality criteria for this application mode. Shows from literature review key quality attributes that can make a specific methodology for assessing the quality of educational applications. It proposes a categorization of quality criteria for an application and establishes a tool for the evaluation of applications for mobile devices. Identified and mapped criteria can help teachers and other professionals to select applications for mobile learning moreeffectively. Emphasizes the M-Learning capabilities for teaching and learning processes.Keywords: Mobile learning, Collaborative learning, Educational Apps, Quality criteria, Open Education.

scholarly journals A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

2021 ◽  
Vol 11 (9) ◽  
pp. 459
Author(s):  
Shahnawaz Saikat ◽  
Jaspaljeet Singh Dhillon ◽  
Wan Fatimah Wan Ahmad ◽  
Robiatul A’dawiah Jamaluddin
Keyword(s):  
Systematic Review ◽  
Mobile Learning ◽  
Digital Library ◽  
Selection Criteria ◽  
Teaching And Learning ◽  
The Internet ◽  
Careful Selection ◽  
Learning Platforms ◽  
Application Developers ◽  
The Impact

Following the COVID-19 outbreak, teaching and learning have been forced to move fully to the Internet rather than the conventional offline medium. As a result, the use of M-learning has risen dramatically, which was neither expected or anticipated. The challenges and benefits of such widespread usage are beginning to emerge in front of us. Thus, in this paper, we systematically review the benefits and challenges of leveraging M-learning for Science and Technology courses during the COVID-19 pandemic by educators and learners. Related articles were obtained from various databases, namely, IEEE, ACM Digital Library, ScienceDirect, and Springer. In total, 4210 related articles were initially found. Upon executing careful selection criteria, 22 articles were selected for review. After that, the advantages and threats were identified and discussed. As per our findings, it was determined that M-learning has excellent potential to be an effective platform for education provided that the identified shortcomings are resolved. This review will be helpful for education stakeholders and institutions to gauge the impact of leveraging M-learning as the only means for education to proceed. Moreover, it reveals the strengths and shortcomings that would aid in adjusting the relevant policies administered by the institutions. Furthermore, application developers will be able to comprehend the expected features that should be included in novel M-learning platforms.

scholarly journals A Systematic Review of Flipped Learning Approach in Improving Speaking Skills

2022 ◽  
Vol 11 (1) ◽  
pp. 127-139
Author(s):  
Cassandra Santhanasamy ◽  
Melor Md
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Flipped Learning ◽  
Innovative Teaching ◽  
Policy Makers ◽  
Self Regulated Learning ◽  
Meta Analyses ◽  
Speaking Skills

<p style="text-align: justify;">Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education.</p>

scholarly journals Mental Health in Family Businesses and Business Families: A Systematic Review

2021 ◽  
Vol 18 (5) ◽  
pp. 2589
Author(s):  
Diane Arijs ◽  
Anneleen Michiels
Keyword(s):  
Mental Health ◽  
Systematic Review ◽  
Family Businesses ◽  
Future Research ◽  
Health Issues ◽  
Theoretical Frameworks ◽  
Policy Makers ◽  
Mental Health Issues ◽  
Research Questions ◽  
Antecedents And Consequences

Mental health issues in family businesses and business families have been studied in multiple disciplines within the past three decades. This article systematically reviews 51 articles on mental health issues in family businesses and business families, published in a wide variety of psychology, entrepreneurship, and management journals. Based on a systematic review of extant literature, this article first provides an overview of the state of the art, followed by specific suggestions on novel research questions, theoretical frameworks and study design. This way, the review systematizes evidence on known antecedents and consequences of mental health issues in family businesses and business families, but also reveals overlooked and undertheorized drivers and outcomes. The review reveals major gaps in our knowledge that hinder a valid understanding of mental health in the specific context of family businesses and business families, and articulates specific research questions that could be tackled by future research among management as well as mental health scholars. Finally, we point to the relevance of this study for policy makers, family business advisors, therapists and managers.

scholarly journals Opinion of students on Mobile learning as a tool for classroom teaching and learning

2021 ◽  
Vol 4 (3) ◽  
pp. 90-92
Author(s):  
M Navaneetha ◽  
Mony K
Keyword(s):  
Higher Education ◽  
Social Interactions ◽  
Mobile Learning ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Mixed Method Research ◽  
Teaching Learning ◽  
Self Learning

Mobile learning, also known as m-Learning, is defined as the need and ability to learn through virtual media, such as personal electronic gadgets, social interactions, and content. A mixed method research was conducted using Concurrent mixed method research design among PG students to know their opinion on m-learning. Google forms were used for collecting data. Themes identified were self learning, convenient/practical, new experience and stress free. The study concludes that m-learning can be used as teaching learning tool and students have positive opinion on its use even though the role of teacher is inevitable.Mobile technology is the future for higher education.

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.

Sustaining the Implementation of Dual-Language Programme (DLP) in Malaysian Secondary Schools

2019 ◽  
Vol 7 (1) ◽  
pp. 91-97
Author(s):  
Ashairi Suliman ◽  
Mohamed Yusoff Mohd Nor ◽  
Melor Md Yunus
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Dual Language ◽  
English Language ◽  
Jel Classification ◽  
Student Perspective ◽  
Mathematics Students ◽  
Programme Implementation ◽  
Policy Makers ◽  
And Mathematics

Objective - The implementation of Dual-Language Programmes (DLP) in the teaching and learning of Science and Mathematics is an initiative under the ‘Upholding the Malay Language and Strengthening the English Language’ (MBMMBI) policy. Though it has some similarities with the previous policy known as ‘English for the Teaching of Science and Mathematics’ (PPSMI), its execution is idiosyncratic in its own way. Since its inception in 2016, the programme has entered its third cycle involving students in primary and secondary schools in Malaysia. The curiosity to scrutinise the programme implementation has led to this study. The study aims to investigate the execution of this programme and to assess its sustainability. Methodology/Technique – Gleaning through the students’ language capabilities, attitudes, teachers’ support and acceptance of the programme, the study uses a questionnaire with open-ended questions and focus group discussions to unravel the aforementioned issues. 1,530 students from secondary schools across Malaysia were selected as the respondents of this study. Findings - The results reveal findings that may represent a measure on the direction of this programme. Looking from the student perspective, the challenges confronted in addition to those put forward may further serve as an indicator for the sustainability of the program. Novelty – This study infers how the programme can be further enhanced in terms of its implementation in its fourth year since inception. The findings of this study may assist policy makers in shaping the direction of the programme. Type of Paper: Empirical. Keywords: Dual-Language Programme (DLP); Sustainability; Science and Mathematics; Students; Policy and Programme Implementation. JEL Classification: A20, A23 A29.

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