Learners-Mobile Interaction

The increasing demand for education in African continent has motivated more research in mobile learning to describe, explain and predict changes and chances in leveraging mobile technology to learn anytime and anywhere. Mobile technologies provide learning beyond the classroom walls where learners can have access to resources according to their needs without involving teachers. In developing countries like Africa, mobile learning is still gaining its ground and remains under-studied. With technological advancements and high usage of mobile phones in Africa, the educational horizon has broadened. Mobile learning plays a major role in delivering education in Africa. The rapid use of mobile devices in mobile learning projects in Africa confirm that mobile learning is transforming the traditional way of learning, teaching and delivery of education by integrating social media and advanced mobile technologies in education. After a critical look at the current status as well as the latest development in mobile learning, this chapter presents a road map of m-learning to guide future action and thinking of learners, teachers and institutions in Africa. It also tracks trends and their impact, key theories and key findings of mobile learning. The current chapter ends with a critical analysis of technologies and key theories that can contribute to the sustenance of mobile learning in the African continent.

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Students’ Perception of Mobile Learning in a Blended Collaborative Learning Framework in Mathematics

10.31219/osf.io/9by8p ◽

2016 ◽

Author(s):

Joshua Abah Abah ◽

Joseph Wuave Anyor

Keyword(s):

Mobile Learning ◽

Mobile Phones ◽

Positive Impact ◽

Tertiary Education ◽

Learning Experience ◽

Instructional System ◽

Modern Society ◽

Mobile Technologies ◽

Emergent Technologies ◽

Wide Range

Mobile phones have become ubiquitous in today’s modern society. More Nigerians are finding the use of mobile technologies a normal aspect of their daily lives. At the heart of the trend are students, who do not only own mobile gadgets for the basic necessity of communication, but also for social status, leisure and a wide range of applications. The extent of penetration and utilization of mobile phones in schools has led educationists to explore the possibilities of harnessing their positive impact on students’ educational experience. A device that is everywhere, every time with the learner can be used to encourage the learner to learn on-the-go. Mobile Learning provides the opportunity to extend students’ learning experience beyond the walls of the classroom, thereby offering the learner greater participation and control of the learning process. This study considers the efficacy of mobile learning when blended into a conventional instructional system. The results of the study indicate a paradigm shift in favour of efficient inclusion of emergent technologies in instructional processes, particularly at the tertiary education level.

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A Model of Collaborative Learning Scripts Instantiated with Mobile Technologies

Combining E-Learning and M-Learning ◽

10.4018/978-1-60960-481-3.ch004 ◽

2011 ◽

pp. 56-68 ◽

Cited By ~ 1

Author(s):

Pierre Dillenbourg ◽

Zeno Crivelli

Keyword(s):

Collaborative Learning ◽

Learning Environment ◽

Mobile Learning ◽

Mobile Phones ◽

Distributed Simulation ◽

Mobile Technologies ◽

Simulation Environment ◽

Computer Supported Collaborative Learning ◽

Pedagogical Design ◽

Task Division

Scripts are pedagogical methods for triggering productive interactions during computer-supported collaborative learning. SWISH is a pedagogical design model for constructing scripts: it articulates the nature of expected interactions to the nature of task division enforced by the script. This model is applied to mobile learning: different task divisions are supported by a distributed simulation environment, in which the client runs on mobile phones or PDAs. This contribution maps the computational architecture of the learning environment to a model of collaborative learning.

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Mobile Learning projects - a critical analysis of the state of the art

Journal of Computer Assisted Learning ◽

10.1111/j.1365-2729.2009.00315.x ◽

2009 ◽

Vol 25 (4) ◽

pp. 307-331 ◽

Cited By ~ 171

Author(s):

D. Frohberg ◽

C. Göth ◽

G. Schwabe

Keyword(s):

Mobile Learning ◽

Critical Analysis ◽

State Of The Art ◽

The State ◽

Learning Projects

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An Analysis of Mobile Learning in Education, Business, and Medicine

Models for Interdisciplinary Mobile Learning - Advances in Mobile and Distance Learning ◽

10.4018/978-1-60960-511-7.ch001 ◽

2011 ◽

pp. 1-25 ◽

Cited By ~ 5

Author(s):

Dawn Stevens ◽

Andrew Kitchenham

Keyword(s):

United Kingdom ◽

North America ◽

Mobile Devices ◽

Mobile Learning ◽

Mobile Phones ◽

The United Kingdom ◽

Mixed Method Design ◽

The World ◽

Learning Projects ◽

Education Business

This chapter examines m-learning within education, business, and medicine. Specifically, three types of mobile devices were examined within the three subcategories of m-learning: the mobile phone or smartphone, the iPod, and the PDA. A mixed method design was used to review 40 m-learning articles and to synthesize the literature to explore m-learning projects around the world. The literature revealed that m-learning was used in many parts of the world, and most in North America, within all three fields. There were also numerous projects in Europe, Asia, the United Kingdom, and in Oceania. Mobile phones, smartphones, iPods, and PDAs were used in all three fields.

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Mobile Technologies in Learning the Chinese Language for Students of Non-Linguistic Courses

10.4018/978-1-7998-4876-9.ch005 ◽

2022 ◽

pp. 123-147

Author(s):

Rinat Galiautdinov

Keyword(s):

Second Language ◽

Reading Comprehension ◽

Mobile Learning ◽

Mobile Phones ◽

Language Skills ◽

Chinese Language ◽

Mobile Technologies ◽

Speech And Language ◽

Teaching Chinese

The methodological potential of mobile technologies in teaching Chinese language to students of non-linguistic areas of training is considered. The author defines the term “mobile learning,” offers a list of mobile technologies that can be used in teaching Chinese language, and develops a nomenclature of speech and language skills formed by students of non-linguistic training areas based on mobile technologies. The author demonstrated the advantages of using mobile phones in learning Chinese language as a second language. The areas of mobile language-based learning discussed in this research are vocabulary, listening, grammar, phonetics, and reading comprehension.

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The Case of Mobile-assisted Language Learning among Undergraduate Language Learners in Georgia

Journal of Education in Black Sea Region ◽

10.31578/jebs.v1i1.6 ◽

2016 ◽

Vol 1 (1) ◽

Author(s):

Maia CHKOTUA

Keyword(s):

Language Learning ◽

Information And Communication Technologies ◽

Language Proficiency ◽

Mobile Learning ◽

Mobile Phones ◽

English Language ◽

Foreign Language Learning ◽

English Language Proficiency ◽

Mobile Technologies ◽

Online Questionnaire

Mobile learning is one of the developing areas in educational field. Power of computers and laptops has changed the way learning happen and made it easy to access all materials and resources. A rapidly growing amount of literature in the area of mobile learning depicts the increasing use of mobile technologies for learning. Mobile phones as a new addition to information and communication technologies have created new ways to help learners in the process of foreign language learning. The main aim of the study was to find out university students’ attitudes towards mobile learning in Georgia and the potential of it to enhance the English language proficiency. The methodology used for the study was an online questionnaire. The results revealed that most of the respondents have positive attitudes towards mobile learning and believe that mobile phones could be used to enhance the English language proficiency.

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Mobile Learning in and out of the K-12 Classroom

Advanced Methodologies and Technologies in Modern Education Delivery - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-7365-4.ch065 ◽

2019 ◽

pp. 839-849 ◽

Cited By ~ 1

Author(s):

Pena L. Bedesem ◽

Tracy Arner

Keyword(s):

Mobile Learning ◽

Mobile Phones ◽

Mobile Technology ◽

Mobile Device ◽

Scientific Knowledge ◽

Teaching And Learning ◽

Emerging Technology ◽

Mobile Technologies ◽

Important Research ◽

K 12

Today there is widespread ownership of mobile technology, including mobile phones, tablets, Chromebooks, among school-aged youth. To wit, researchers report that nearly 70% of 8- to 18-year-olds own their own mobile device. In parallel with increased accessibility and usage, researchers in various fields of education have begun to explore how mobile technology can impact teaching and learning. In this chapter, the work of pioneering scholars in the area of emerging technology in K-12 education are discussed. Next, a description is provided of the current scientific knowledge on the ways in which mobile technologies are used by students in K-12 education. Then, important research is reviewed that highlights the added effects of mobile technology to support non-traditional learners. Lastly, recommendations for future lines of investigation and further reading are discussed.

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DIDACTIC POTENTIAL OF MOBILE LEARNING IN HIGHER EDUCATION

Arts education and science ◽

10.36871/hon.202103003 ◽

2021 ◽

Vol 1 (3) ◽

pp. 22-27

Author(s):

N. G. Bondarenko ◽

Keyword(s):

Higher Education ◽

Mobile Learning ◽

Educational Process ◽

Mobile Technologies ◽

Educational Goals ◽

Training Methods ◽

Technological Feature ◽

Higher Education System ◽

System A ◽

Student Training

The growing availability of modern mobile smartphones and tablet computers is leading to an increase in the volume of content users consumed, including educational content. The development of mobile technologies opens up many opportunities for learning in higher education institutions. However, the use of mobile learning in student training should not be a spontaneous process, it is necessary to create pedagogically substantiate approaches and training methods. This article analyzes and interprets the results of existing research in pedagogy regarding the didactic potential of mobile learning in higher education system. A classification of didactic properties and functions of mobile learning is developed and proposed. The main didactic properties of mobile learning include: by the didactic feature of mobile learning — ten properties; by the technological feature of mobile learning — eleven properties. The main didactic functions of mobile learning are: by the didactic feature of mobile learning — eleven functions; by the technological feature of mobile learning — five functions. The didactic potential of mobile learning, due to its inherent didactic properties and functions, makes the educational process more effective, as well as contributes to the guaranteed achievement of students’ educational goals and planned learning outcomes.

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