Mobile Learning among Students and Lecturers in the Developing World

2016 ◽  
pp. 402-431
Author(s):  
Lenandlar Singh ◽  
Troy Devon Thomas ◽  
Kemuel O. Gaffar ◽  
Dwayne Renville
Keyword(s):  
Mobile Learning ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Technology In Education ◽  
Regression Analyses ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Facilitating Conditions ◽  
The University ◽  
Near Future

The potential of mobile technologies to influence teaching and learning has enthused educational technology researchers. This chapter compares lecturers and students at the University of Guyana on the factors of the Unified Theory of Acceptance and Use of Technology model and attitude in relation to technology in education using principal components and regression analyses. It also focuses on access to devices and use of the device features. The results show that the mobile phone is the most popular mobile device among students and lecturers and that both groups have positive attitudes towards using mobile devices for teaching and learning. However, students are more disposed and better equipped to use mobile technologies in the near future and have stronger intentions towards integrating them into their learning. Whereas attitude is the most important determinant of adoption among students, the facilitating conditions is most critical to mobile learning adoption among lecturers.

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 Irish Nursing Students Perceptions of a Technology Enhanced Blended Approach to Teaching and Learning

10.28945/3366 ◽  
2009 ◽  
Author(s):  
Kevin Johnson ◽  
Claire O Donnell ◽  
Kathleen Markey ◽  
Brian Lake
Keyword(s):  
Nursing Students ◽  
Health Informatics ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Online Questionnaire ◽  
Face To Face ◽  
Use Of Technology ◽  
Positive Outlook ◽  
The University ◽  
Near Future

Health informatics is becoming increasingly important for healthcare professionals and strategies to promote health informatics development are becoming increasingly popular in undergraduate professional programmes. With this in mind, a blended or hybrid learning approach was piloted with an undergraduate BSc nursing module in the university. The aim of this pilot was to design, develop, implement and evaluate the students’ perceived reactions to learning, teaching and assessment incorporating several online components. Blended learning is the combination of multiple approaches to learning such as a combination of technology-based materials and face-to-face sessions used together to deliver instruction. A branded version of Sakai (the university’s Learning Management System [LMS]) was used. The students interacted with the system on a weekly basis and their perceptions were codified with the aid of an online questionnaire based on the preferred COLLES format. Additionally, a touch screen based recording suite was availed of permitting the students to record themselves performing a task and later review the footage. The initial findings appear to provide a positive outlook towards the use of technology within the course and the potential for further expansion in the near future.

scholarly journals M-Learning: Positioning the Academics to the Smart devices in the Connected Future

2020 ◽  
Vol 4 (2) ◽  
pp. 76 ◽  
Author(s):  
Tanweer Alam ◽  
Mohammed Aljohani
Keyword(s):  
Decision Support ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
College Teaching ◽  
Mobile Technologies ◽  
Smart Devices ◽  
University Teachers ◽  
Tablet Pcs ◽  
Massive Growth ◽  
The University

M-learning is about using the massive growth of mobile technologies to benefit learners and learning. As computers and the internet become essential educational tools, the technologies become more portable, affordable, effective and easy to use. Using portable computing devices (such as laptops, tablet PCs, PDAs, and smartphones) with wireless networks enables mobility and mobile learning, allowing college teaching and learning to extend to spaces beyond the traditional classroom. Within the classroom, mobile learning gives university instructors and learners increased flexibility and new opportunities for interaction. Decision support systems can play an important role in decision making for the interaction of instructors and students. Mobile technologies can support learning experiences at the university level that are collaborative, accessible, and integrated with the world beyond the classroom educative learning initiative. In the proposed framework we will use a decision support system for taking some decisions using the system. The system will notify students when they need alert of lecture time, low attendance, meeting time, exam schedule notification, result etc. Also, the Framework will take quizzes periodically for improving the quality of learning of each class and send the result to the student as well as faculty and add this result in the record of the student in university. Students can ask general and technical questions from the system, system reply answer of general questions and send technical questions to the faculty, faculty reply through the system. The student also votes at the end of every lecture, if the system found against vote then send the message to the concerned faculty for improvement in the lecture.  My research will be more helpful for students and university teachers to increase flexibility and interaction with students more effectively.

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.

scholarly journals Digitalization Policy Influence: Implementation of Mobile Learning in the University Educational Process

Webology ◽  
2021 ◽  
Vol 18 (Special Issue 04) ◽  
pp. 687-699
Author(s):  
Sergey Evgenievich Shishov
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching Methods ◽  
Educational Process ◽  
Mobile Technologies ◽  
Learning Methods ◽  
Policy Influence ◽  
Main Components ◽  
The University ◽  
Training Organization

The digitalization of higher education has led to the emergence of new teaching methods, including mobile learning methods. The purpose of the study is to determine the prospects, advantages, and obstacles to the introduction of mobile learning in the university educational process in the context of the digitalization policy of education. The study presents the prospects for the introduction of mobile learning in the university educational process; identifies the main components of mobile learning, which ensure the effectiveness of the implementation of mobile technologies and types of mobile content that can be used in the university educational process; an analysis of each type has been carried out; the advantages and obstacles of the introduction of mobile learning are highlighted. In conclusion, mobile technologies allow introducing new forms of training organization, involving the interaction of learning subjects with each other not only during lessons but also outside them.

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 Intention to Use Mobile Learning in Higher Education Institutions: Review Paper

2020 ◽  
Vol 3 (2) ◽  
pp. 78-84
Author(s):  
Ayad Shihan Izkair ◽  
Muhammad Modi Lakulu ◽  
Ibtihal Hassan Mussa
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Mobile Learning ◽  
Associate Degree ◽  
Teaching And Learning ◽  
Review Paper ◽  
Higher Education Institutions ◽  
Educational Activity ◽  
Intention To Use ◽  
Use Of Technology

Mobile learning is presently taking part in associate degree more and more important role within the instructional method, additionally as within the development of teaching and learning ways for higher education. The power to find out ‘on the go– anytime, anywhere, is changing into more and more fashionable. The advantages offered by mobile learning are important. On the opposite hand, the implementation of mobile learning in educational activity relies on users’ acceptance of technology. Acceptance and intention to use mobile learning may be a topic of growing interest within the field of education. The model of the unified theory of acceptance and use of technology (UTAUT) is planned and developed by researchers via a mixture of eight major theories in activity prediction. UTAUT is among the foremost fashionable and up to date model in information technology acceptance. This is review paper aiming to review UTAUT’s previous studies of intention to use mobile learning. In conclusion, this research provides insight regarding the necessary factors for planning and designing an intention to use mobile learning model in higher education institutions.

Preparing Preservice Teachers to Use Mobile Technologies

2019 ◽  
pp. 42-62
Author(s):  
Carolyne Nekesa Obonyo
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Mobile Technologies ◽  
Information And Communication ◽  
K 12 ◽  
Effective Use ◽  
The University

The use of mobile technologies to enhance 21st century learning is increasing in K-12 schools and teacher education institutions. Thus, there is a need to effectively prepare preservice teachers to use mobile technologies in their future classrooms. This chapter explores the effective use of mobile technologies in teacher preparation in ways that are transferred to K-12 teaching and learning. It goes on to look at two major organizations: the university and partner school involved in the preparation of preservice teachers. Additionally, the purposes of incorporating information and communication technologies in teacher preparation as identified by Davis are explored to understand how mobile technologies align with these purposes. Common challenges of using mobile technologies in teacher preparation are also presented.

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.

Teaching or Technology

2011 ◽  
pp. 264-283
Author(s):  
Geoffrey C. Mitchell ◽  
Beverly G. Hope
Keyword(s):  
Teaching And Learning ◽  
Technology In Education ◽  
Flexible Learning ◽  
Web Based ◽  
Web Technologies ◽  
Use Of Technology ◽  
Traditional Approaches ◽  
Poor Teaching ◽  
Web Based Education ◽  
The Web

Fuelled by the increasing connectivity afforded by the Internet and the flexibility offered by Web technologies, the use of technology in education has become increasingly common. However, despite claims that the Web will revolutionise education, many attempts at Web-based education simply reinforce current ‘poor’ teaching practices or present more of the same disguised in updated packaging. We argue that this occurs because of differing pedagogical assumptions and a limited understanding of how flexible learning differs from traditional approaches. In particular, we argue that flexible learning demands an increased focus on constructivism and the sociological aspects of teaching and learning. This chapter presents two frameworks that situate our approach to flexible learning with respect to more traditional offerings and discusses the implications for educational technology design.

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