A Comparative Study of Business and Engineering Students' Attitude to Mobile Technologies in Distance Learning

2015 ◽  
pp. 29-59
Author(s):  
Andreas Ahrens ◽  
Jeļena Zaščerinska
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Comparative Study ◽  
Engineering Students ◽  
Opportunity To Learn ◽  
Mobile Technologies ◽  
Key Concepts ◽  
Education Degree ◽  
Students Attitudes ◽  
Research Show

Mobile technologies are widely employed in distance learning in higher education to provide students with an opportunity to learn regardless of time and place in order to obtain a higher education degree. However, little attention has been paid to a comparative study of business and engineering students' attitudes toward mobile technologies. The aim of the chapter is to compare business and engineering students' attitudes toward mobile technologies in distance learning, underpinning elaboration of a hypothesis. The meanings of the key concepts of distance learning, blended learning, and attitude are studied. Moreover, the study demonstrates how the key concepts are related to the idea of mobile technologies and shows how the steps of the process are related: students' attitudes toward mobile technologies in distance learning? empirical study within multicultural environments ? conclusions. The results of the present research show that both business and engineering students' attitudes toward mobile technologies are positive.

A Comparative Study of Business and Engineering Students' Attitude to Mobile Technologies in Distance Learning

2015 ◽  
pp. 944-974
Author(s):  
Andreas Ahrens ◽  
Jeļena Zaščerinska
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Comparative Study ◽  
Engineering Students ◽  
Opportunity To Learn ◽  
Mobile Technologies ◽  
Key Concepts ◽  
Education Degree ◽  
Students Attitudes ◽  
Research Show

Mobile technologies are widely employed in distance learning in higher education to provide students with an opportunity to learn regardless of time and place in order to obtain a higher education degree. However, little attention has been paid to a comparative study of business and engineering students' attitudes toward mobile technologies. The aim of the chapter is to compare business and engineering students' attitudes toward mobile technologies in distance learning, underpinning elaboration of a hypothesis. The meanings of the key concepts of distance learning, blended learning, and attitude are studied. Moreover, the study demonstrates how the key concepts are related to the idea of mobile technologies and shows how the steps of the process are related: students' attitudes toward mobile technologies in distance learning? empirical study within multicultural environments ? conclusions. The results of the present research show that both business and engineering students' attitudes toward mobile technologies are positive.

scholarly journals Students’ Attitude Towards the Sustainable Use of Mobile Technologies in Higher Education

2021 ◽  
Vol 13 (11) ◽  
pp. 5923
Author(s):  
Liliana Mâță ◽  
Otilia Clipa ◽  
Venera-Mihaela Cojocariu ◽  
Viorel Robu ◽  
Tatiana Dobrescu ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Sustainable Use ◽  
Learning Activities ◽  
Mobile Technologies ◽  
Academic Status ◽  
Place Of Residence ◽  
Study Program ◽  
Confirmatory Factor Analyses ◽  
Students Attitudes

Our study aims to identify students’ attitudes towards the use of mobile technologies (MT) during learning activities in higher education. Data were collected using the Mobile Technologies Questionnaire/MTQ, a ten-item brief questionnaire that was designed to determine attitudes towards the use of mobile technologies in the learning process among university students and academic staff. The MTQ was completed by 575 students from a state university in the northeastern region of Romania. Exploratory and confirmatory factor analyses revealed two latent factors: MT facilities for study resources and communication and MT facilities for learning. Along with general analysis of the statistical indicators regarding the attitude towards the use of MT, the relationships between the use of MT and five socio-demographic variables (gender, age, place of residence, year of study, academic status and study program) were analyzed. Comparative data showed some statistically significant differences but with small or modest effect sizes, depending on age, year of study, place of residence, academic status and the study program in which the students were enrolled. This study provides additional support for the construct validity of a brief tool that was designed to measure students’ attitudes towards the use of MT during learning activities carried out in higher education.

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 Mobile-assisted ESP learning in technical education

2015 ◽  
Vol 3 (3) ◽  
pp. 1-15 ◽  
Author(s):  
Ivana Šimonová
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Applications ◽  
Engineering Students ◽  
Technical Education ◽  
Language Education ◽  
English For Specific Purposes ◽  
Mobile Technologies ◽  
Sources Of Information ◽  
Assisted Instruction

Abstract This paper presents research results from the field of mobile-assisted instruction of English for specific purposes for technical and engineering students. The research was structured in three phases: (1) Questionnaire 1 was applied to detect what sources of information students use in higher education, what types of mobile devices they own, what purposes they use them for, (2) how the process of instruction, particularly students´ autonomous work supported by mobile devices ran, (3) students´ feedback was collected by Questionnaire 2 to evaluate the mobile-assisted learning and provide proposals for future exploitation of mobile devices in higher technical language education. The results show students are sufficiently equipped with mobile technologies and exploit them for various purposes, including education and ESP. At the end, examples of helpful mobile applications are presented.

scholarly journals Model for Considering the Propensity of Students to Accept M-learning

2020 ◽  
Author(s):  
Isidora Milošević ◽  
Ana Rakić ◽  
Sanela Arsić ◽  
Anđelka Stojanović ◽  
Ivica Nikolić ◽  
...  
Keyword(s):  
Higher Education ◽  
Mobile Technology ◽  
Engineering Students ◽  
Research Question ◽  
Mobile Technologies ◽  
Promethee Ii ◽  
Study Programme ◽  
Proposed Model ◽  
Engineering Sciences

Research question: The aim of the study is to examine the inclination of engineering students in Serbia to adopt M-learning. Motivation: Mobile technologies provide new solutions in the current concept of learning. Students today have a new approach to learning since they live in the era of digital technology. The use of mobile technology in higher education came along with the technological enlightenment of professors and students, eradicating geographical boundaries and enabling cooperative learning. Idea: Mobile learning (M-learning) is unthinkable without the use of mobile devices and it plays an increasingly important role in the development of teaching methods in higher education. The research refers to the analysis and assessment of M-learning in higher education with the aim to identify problems and weaknesses related to the application of M-learning in order to set alternatives and criteria for the proposed model. Data: The survey was conducted through a questionnaire, and 341 correctly filled out questionnaires were collected. The obtained data were processed by the Visual Promethee software package. Tools: The research methodology was based on the Multi-criteria decision analysis (MCDA) method which was used in the form of PROMETHEE II/GAIA technique. In order to rank the student programmes from different study areas, groups of questions were used as criteria, and study programmes were used as alternatives. Findings: The acquired results indicated that M-learning was mostly used by the students of Engineering Management, since they frequently used mobile technology in certain required courses, as well as for obligatory business practice. It was also concluded that the study programme Metallurgical Engineering had the lowest performance concerning the implementation of M-learning among all other observed study programmes. Contribution: The conclusions of this study can add to the awareness-raising of the higher education institutions' interested parties and alert them to improve the quality of M-education by pointing out that there are differences in the adoption of M-learning depending on the type of engineering sciences.

Education for flourishing: an illustration of boundary object use, peer feedback and distance learning

2020 ◽  
Vol 21 (4) ◽  
pp. 757-777
Author(s):  
Francesca Ostuzzi ◽  
Maya Hoveskog
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Survey ◽  
Engineering Students ◽  
Peer Feedback ◽  
Boundary Object ◽  
Content Type ◽  
Business Modelling ◽  
Tools And Methods ◽  
National Collaboration

Purpose Teaching sustainable development at the higher education level requires that existing curricula are supplemented with multi-disciplinary (and sometimes multi-national) collaboration and integrated thinking. The purpose of this paper is to increase the understanding of a particular framework for business model innovation for sustainability-as-flourishing that is used as a boundary object in the context of interdisciplinary, peer-assessed distance learning. This study is positioned in the broader picture of enlarging curricular content so as to reflect the systemic and interconnected nature of socio-technical and economic developments. The motivation behind this study is the authors’ wish to achieve a deeper understanding of how students engage with the complex concept of sustainable business modelling, while using the flourishing business canvas (FBC). Design/methodology/approach An experiment was conducted on the use of the FBC as a boundary object among 52 engineering students at two universities. Data were provided by the following: iterations of the FBC; oral and written peer feedback; and an online survey. Findings Based on an evaluation of the experiment, this study shows that the FBC supports the use of multi-disciplinary, multi-national peer and distance learning in sustainability education. Research limitations/implications This study used one test condition of multi-disciplinary, multi-national collaboration for peer and distance learning at one point in time. Additional tests, using the tools and approaches of this study, are needed. Originality/value Various tools and methods for use in education have been developed that support a new view of sustainability –sustainability-as-flourishing. Extant research focusses primarily on the development of tools and methods in this area. Not enough attention has been paid to the analysis of their implementation and use in higher education. This paper seeks to fill that research gap.

scholarly journals Analysis of Engineering Student Data in Online Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 11 (6) ◽  
pp. 27-49
Author(s):  
Zoe Kanetaki ◽  
Constantinos Stergiou ◽  
Georgios Bekas ◽  
Christos Troussas ◽  
Cleo Sgouropoulou
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Statistical Analysis ◽  
Learning Styles ◽  
Student Performance ◽  
Engineering Students ◽  
Traditional Education ◽  
Educational Process ◽  
Digital Learning ◽  
Learning Space

The COVID-19 pandemic has challenged many educational institutions around the world in 2020 and 2021 as traditional education has been interrupted to prevent the spread of the virus. This forced the transition from traditional education to fully distance learning envi-ronments for all levels of education. The widespread adoption of distance learning has led instructors to form new digital learning environments and methods. In response to this unexpected situation, data regarding engineering students and their interaction with the learning environment was accumulated and processed, generating a matrix of 129 × 165 variables. The motivation for this research is to identify new variables that impact student performance during the disorientation of the educational process due to the COVID-19 pandemic. Statistical analysis was performed and discussed in this paper including correla-tion analysis, factor analysis, and clustering. Reliability analysis was also performed and ANOVA (analysis of variance) was applied to clusters. The novelty of this work is to use student performance data and statistical analysis of online surveys to reveal patterns that can help reduce dropout rates and transform the educational process, under extenuating and imposed distance learning circumstances. A major finding is that by applying innovative teaching methods, thereby meeting the challenge of an imposed distance learning environ-ment, students' spatial conceptions improve, overcoming the absence of a physical learning space. Deep insights for individual students were discovered, as well as significant relation-ships between students' transition from secondary to higher education and their understand-ing of geometric features. Evidence of the effectiveness of the online learning framework that was integrated showed that it positively influenced students' learning styles.

scholarly journals ATTITUDES OF HIGHER EDUCATION STUDENTS TOWARDS DISTANCE-DIRECTED LEARNING AMID (COVID-19) PANDEMIC

2021 ◽  
Vol 03 (06) ◽  
pp. 80-94
Author(s):  
Khalfan Bin Salim Bin Abdullah AL-KAHALI ◽  
Mohammed Bin Salim Bin Rashid AL-SAEEDI
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
University Students ◽  
Three Dimensions ◽  
Education Students ◽  
School Year ◽  
Directed Learning ◽  
Positive Feelings ◽  
Students Attitudes ◽  
Psychological Educational

The study aims to reveal the attitudes of Sohar University students toward distance-learning on the spread pandemic (Covid-19). It also identifies the differences in the attitudes of Sohar University students towards distance-learning according to the gender variable, network type, and network strength. The study consists of (200) participants; (100) males and (100) females. A questionnaire was applied on the attitudes of Sohar University students towards distance-learning which included (40) items, distributed in three dimensions: The first dimension is about the methods of teaching in distance-learning, and the second one deals with the process of interaction and communication in distance-learning, while the third one pertains to the process of evaluation used in distance-learning. The results of the study indicated that the attitudes of the participants were moderate towards distance-learning on the spread Corona pandemic (Covid-19). In addition, the existence of statistically significant differences between the level of higher education students ’attitudes towards distance-oriented learning on the spread Corona pandemic (Covid-19) according to the gender variable in all axes in favor of males, the type and strength of the network. Also, the lack of statistically significant differences between the level of higher education students’ attitudes towards learning Remotely during Corona pandemic based on the GPA variable in all axes, and the school year. The study recommended the necessity of providing individual students with social, psychological, educational and technological skills that enhance positive feelings towards remote learning, and achieving their technological, social and psychological presence and interaction on the spread Corona pandemic (Covid-19) using modern electronic technologies.

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