Quality Enhancement for Mobile Learning in Higher Education

2015 ◽  
pp. 2092-2107
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Course Design ◽  
Online Courses ◽  
Open Educational Resources ◽  
Face To Face ◽  
Design Learning ◽  
E Learning ◽  
Education Today

Students entering higher education today have grown up with the Internet and mobile devices. Thus, there is a need for universities to offer a greater mix of face-to-face and online learning possibilities, such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) that allow individuals to access education anywhere, anytime, and to have it personalized through apps. This chapter focuses on mobile learning (M-learning) in open learning educational arenas and contexts. The author defines M-learning and the usefulness of M-learning in education. Then some examples of mobile devices and principles of M-learning are given, and some design examples of M-learning are presented. Next, the advantages and the use of M-learning in education are discussed. As quality of e-learning and M-learning is a complex subject, this chapter focuses mainly on quality and a frame of reference to understand M-learning dimension concerns as course design, learning design, and media design and content. Consistent layout and design, clear organization, presentation of information, consistency, easy-to-use navigation, and aesthetically pleasing design and graphics are dimensions that also have to be taken into consideration. It is argued in this chapter that security, accessibility, interactivity, flexibility, personalization, and the devices and interfaces are the main quality dimensions. In the final section, challenges and conclusions are discussed.

Quality Enhancement for Mobile Learning in Higher Education

2015 ◽  
pp. 167-182 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Course Design ◽  
Online Courses ◽  
Open Educational Resources ◽  
Face To Face ◽  
Design Learning ◽  
E Learning ◽  
Education Today

Students entering higher education today have grown up with the Internet and mobile devices. Thus, there is a need for universities to offer a greater mix of face-to-face and online learning possibilities, such as Open Educational Resources (OER) and Massive Open Online Courses (MOOCs) that allow individuals to access education anywhere, anytime, and to have it personalized through apps. This chapter focuses on mobile learning (M-learning) in open learning educational arenas and contexts. The author defines M-learning and the usefulness of M-learning in education. Then some examples of mobile devices and principles of M-learning are given, and some design examples of M-learning are presented. Next, the advantages and the use of M-learning in education are discussed. As quality of e-learning and M-learning is a complex subject, this chapter focuses mainly on quality and a frame of reference to understand M-learning dimension concerns as course design, learning design, and media design and content. Consistent layout and design, clear organization, presentation of information, consistency, easy-to-use navigation, and aesthetically pleasing design and graphics are dimensions that also have to be taken into consideration. It is argued in this chapter that security, accessibility, interactivity, flexibility, personalization, and the devices and interfaces are the main quality dimensions. In the final section, challenges and conclusions are discussed.

Increasing Access, Social Inclusion, and Quality Through Mobile Learning

2018 ◽  
Vol 10 (4) ◽  
pp. 29-44 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Social Inclusion ◽  
Course Design ◽  
Social Innovation ◽  
Technological Development ◽  
Open Educational Resources ◽  
Learning Design ◽  
Personal Learning

Mobile learning is part of a new learning landscape created by the availability of technologies and increasing digitization. As the use of mobile technology has increased worldwide, interest has grown in its potential for supporting flexible, accessible, and personalized education. As a result, higher education is facing a variety of challenges both now and in the coming decade (2020–2030) because of the continuing advances in technological development and digitization. Daily life, school, and work have become mobile. Moreover, the digitalized society fosters digital citizenship. Students entering higher education today have grown up using the internet and mobile devices. Universities need to offer a mix of face-to-face and online learning possibilities, such as open educational resources (OER) and massive open online courses (MOOC), which allow individuals to access education anywhere, anytime, and through any device. This article focuses on mobile learning (m-learning) in open learning educational contexts and quality enhancement in mobile learning in higher education. The article starts by defining mobile learning and the usefulness of m-learning in education, followed by some examples of mobile devices and a discussion of the principles of mobile learning. Examples of mobile learning design are then presented. Next, the advantages and uses of mobile learning in education are discussed. Because the issue of quality in e-learning and mobile learning is complex, this article focuses on course design, learning design, media design, and content. Additional dimensions of quality are security, accessibility, interactivity, flexibility, personalization, mobile devices, and their interfaces. Moreover, concepts such as personal learning and social innovation in relation to mobile learning are discussed. In the concluding section, future challenges are discussed.

scholarly journals A Model for Mobile Learning Integration in Higher Education Based on Students’ Expectations

2020 ◽  
Vol 14 (11) ◽  
pp. 171
Author(s):  
Latinka Ivanova Todoranova ◽  
Radka Valerieva Nacheva ◽  
Vladimir Stoyanov Sulov ◽  
Bonimir Penchev Penchev
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Communication Technologies ◽  
Study Program ◽  
Learning Platform ◽  
Information And Communication ◽  
E Learning

Mobile learning can be identified as the next stage in the development of e-learning. In this regard, <strong>the purpose of this paper</strong> is to propose a model for mobile learning integration in higher education which is based on analysis of students’ expectations. То achieve this goal, a survey has been conducted among students enrolled in programs in the field of information and communication technologies. The analysis of the collected data shows that students have mobile devices, which they use not only for communication on social networks, but also for education. In addition, their expectations regarding mobile learning have been identified taking into account their study program and their previous experience with an e-learning platform.

Mobile Classrooms: Using Mobile Devices to Enhance BSW Education

2013 ◽  
Vol 18 (Supplement 1) ◽  
pp. 17-32
Author(s):  
Stephen Baldridge ◽  
Amanda McAdams ◽  
Alex Reed ◽  
Alexandra Moran
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Classroom Environments ◽  
Face To Face ◽  
Teaching Content ◽  
Traditional Teaching Methods ◽  
Mobile Classrooms

Like the state of technology worldwide, the construct of mobile learning is constantly evolving. Mobile learning and remote teaching are gaining momentum and popularity in higher education, but little research has been done to examine their efficacy. With the use of mobile devices both in and out of the classroom becoming more prevalent, it is essential to examine the effectiveness of their use. This study compared the use of mobile learning and remote teaching (teaching content to students outside traditional face-to-face settings) with that of traditional teaching methods. Using mobile devices and social media, this study examined whether social work curriculum could be taught effectively to students outside static online or classroom environments.

Mobile Learning Implementation and Issues

2011 ◽  
pp. 1432-1437
Author(s):  
Boris Vilic
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Cell Phones ◽  
Educational Content ◽  
Course Materials ◽  
New Learning ◽  
Mp3 Players ◽  
E Learning

Mobile learning or “m-learning” is a relatively new learning modality in higher education and it refers to the delivery of educational content by means of mobile devices, such as PDAs, cell phones, and MP3 players, effectively enabling learners to access course materials anytime, anywhere, and any while (Walker, 2006). M-learning is also characterized as “personalized” … “bite-sized”, and “portable”, characteristics not often associated with “conventional tethered e-Learning” (Traxler, 2007).

Learning across Multiple Spaces

2014 ◽  
pp. 372-392
Author(s):  
Laura Fedeli ◽  
Pier Giuseppe Rossi ◽  
Lorella Giannandrea
Keyword(s):  
Higher Education ◽  
Cultural Heritage ◽  
Traditional Instruction ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Department Of Education ◽  
Teaching Staff ◽  
Face To Face ◽  
E Learning

This chapter deals with four different case studies represented by graduate and post-lauream courses run at the Department of Education, Cultural Heritage and Tourism at University of Macerata (Italy). These cases synthesize the research developed in the last 10 years by the teaching staff who have promoted the activation of e-learning in the institution. The choice to present different contexts, from blended solutions where face-to-face courses are integrated with online environments to fully online courses, is framed in a new pedagogical perspective; that is, the need to focus on the methodologies and strategies is recognized as successful in e-learning in order to improve the quality of traditional instruction developed in the presence of higher education institutions. This process shifts attention from “quality of e-learning” to “quality through e-learning.” In fact, the differentiated and flexible use of technologies is aimed at helping students become more involved in the educational setting and to help them contextualize their studies more effectively.

scholarly journals Incorporating Mobile Learning into Athletic Training Education

2009 ◽  
Vol 4 (4) ◽  
pp. 152-156 ◽  
Author(s):  
Emily Davie
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Athletic Training ◽  
Mobile Learning ◽  
Learning Management Systems ◽  
Athletic Training Education ◽  
Management Systems ◽  
Personal Digital Assistants ◽  
E Learning ◽  
Learning Management

Objective: To introduce and present techniques for incorporating mobile learning into athletic training education. Background: The matriculation of digital natives into college has stimulated the identification and development of new teaching and learning strategies. Electronic learning (e-learning), including the use of learning management systems, has been combined with traditional classroom lectures and lab activities to address the needs of these technologically savvy students. Learning management systems offer valuable options to students, but still rely on a computer terminal to interface with the material. Restrictions on when and where a student can “plug-in” to learn places limitations on e-learning. Mobile learning (m-learning) is a sub-set of e-learning that uses hand-held devices to allow flexibility in learning at any time and any place. M-learning involves the use of mobile devices such as mobile phones, personal digital assistants (PDAs), and portable media players for the purposes of acquiring and disseminating knowledge. A variety of methods have been identified for incorporating m-learning into higher education. Articles regarding the use of m-learning, specifically in health care education, are limited. Description: Descriptions of m-learning applications in higher education are presented. Examples of techniques are offered to aid the athletic training instructor in implementing the m-learning principles into the classroom and clinical settings. Application: Athletic training education lends itself well to m-learning. Athletic training students can utilize mobile devices to prepare for an upcoming class session, participate during class, review and study course materials, communicate with teachers and peers, enhance clinical education, and document clinical experiences.

Applications of Mobile Learning in Higher Education

2012 ◽  
pp. 268-281 ◽  
Author(s):  
Babita Gupta ◽  
Yangmo Koo
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Survey Methodology ◽  
Learning Tools ◽  
Effective Learning ◽  
Empirical Survey ◽  
Advantages And Disadvantages ◽  
Current Trends ◽  
E Learning

As mobile devices’ use among consumers accelerates at an exponential rate, there is a need to examine how these mobile devices can be used as effective learning tools and not just a form of communication. In this paper, the authors use an empirical survey methodology to study various mobile learning tools that are currently available for use in higher education, their advantages and disadvantages in m-learning versus e-learning implementations, and to explore the current trends in m-learning.

scholarly journals Maintaining Momentum Toward Graduation: OER and the Course Throughput Rate

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
John Levi Hilton III ◽  
Lane Fischer ◽  
David Wiley ◽  
Linda William
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Educational Outcomes ◽  
Online Courses ◽  
Faculty Satisfaction ◽  
Open Educational Resources ◽  
Throughput Rate ◽  
Face To Face ◽  
Promising Avenue

<p class="3"><em>Open Educational Resources</em> (OER) have the potential to replace traditional textbooks in higher education.  Previous studies indicate that use of OER results in high student and faculty satisfaction, lower costs, and similar or better educational outcomes. In this case study, we compared students using traditional textbooks with those using OER at Tidewater Community College to compare their performance on what we call course throughput rates, which is an aggregate of three variables – drop rates, withdrawal rates, and C or better rates. Two self-selecting cohorts were compared over four semesters, with statistically significant results. The study found that, subject to the limitations discussed, students who use OER perform significantly better on the course throughput rate than their peers who use traditional textbooks, in both face-to-face and online courses that use OER. This suggests that OER are a promising avenue for reducing the costs of higher education while increasing academic success.</p>

scholarly journals E-Teaching and E-Learning in Crisis Situations: Their Effect on New Directions of Thinking in Higher Education

2021 ◽  
Author(s):  
Nitza Davidovitch ◽  
Rivka Wadmany
Keyword(s):  
Higher Education ◽  
Private Colleges ◽  
Online Courses ◽  
Colleges Of Education ◽  
Institutional Perspective ◽  
New Era ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Education Academic

The COVID-19 year was a difficult and challenging year in all areas of life. The academic world as well was compelled, in a matter of days, to shift from face-to-face learning on campus to e-Learning from a distance, with no adequate preparation. Despite the difficulties generated by e-Learning and students’ many complaints, the Israeli Council for Higher Education and institutions of higher education are preparing for a new era, where online courses will constitute an integral part of studies. The purpose of the study was to examine the attitude of lecturers and students to the benefits and shortcomings of e-teaching with its various aspects from a systemic, multi-institutional perspective. The study included 2,015 students and 223 lecturers from different academic institutions: universities, academic colleges of education, academic colleges of engineering, and private colleges.

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