Learning Goes Mobile

2016 ◽  
pp. 650-675
Author(s):  
Ana Iglesias Rodríguez ◽  
Blanca García Riaza
Keyword(s):  
University Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educational Resources ◽  
Development Research ◽  
Successful Development ◽  
Learning Practices

Nowadays, mobile learning allows the use of mobile devices in teaching and learning practices of almost any subject or topic of interest. In this chapter, we describe a research carried out to get data about the use that university students make of mobile devices and apps for learning purposes, as most of them use mobile phones and tablets as communication and entertainment tools, but don't get benefit from these devices as educational resources, either due to lack of knowledge or to the scarce information about the pedagogical uses of these devices. The methodology followed is based on an analysis of the results obtained from questionnaires implemented to students. From the data collected, we draw a number of conclusions relevant not only to the successful development research studies like this, but also for the implementation of teaching initiatives including mobile devices and applications for improving learning processes in general.

Learning Goes Mobile

2016 ◽  
pp. 472-496 ◽  
Author(s):  
Ana Iglesias Rodríguez ◽  
Blanca García Riaza
Keyword(s):  
University Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educational Resources ◽  
Development Research ◽  
Successful Development ◽  
Learning Practices

Nowadays, mobile learning allows the use of mobile devices in teaching and learning practices of almost any subject or topic of interest. In this chapter, we describe a research carried out to get data about the use that university students make of mobile devices and apps for learning purposes, as most of them use mobile phones and tablets as communication and entertainment tools, but don't get benefit from these devices as educational resources, either due to lack of knowledge or to the scarce information about the pedagogical uses of these devices. The methodology followed is based on an analysis of the results obtained from questionnaires implemented to students. From the data collected, we draw a number of conclusions relevant not only to the successful development research studies like this, but also for the implementation of teaching initiatives including mobile devices and applications for improving learning processes in general.

scholarly journals Will mobile learning change language learning?

ReCALL ◽  
2009 ◽  
Vol 21 (2) ◽  
pp. 157-165 ◽  
Author(s):  
Agnes Kukulska-Hulme
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Portable Devices ◽  
Mobile Assisted Language Learning ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
Significant Change

AbstractThe use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border between formal and informal learning. This creates the potential for significant change in teaching and learning practices. Taking the broader field of mobile learning as the setting within which developments in mobile-assisted language learning may be understood, the paper argues that an emphasis on mobility can lead to new perspectives and practices. The paper offers reflections on what mobile learning has to offer and considers whether it is likely to change how languages are taught and learnt. ‘Mobile learning’ is not a stable concept; therefore its current interpretations need to be made explicit. Examples of current projects and practices show an affinity between mobile and games-based learning, and can further illuminate what is distinctive and worthwhile about mobile learning.

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 Implementation for Quick Response Code

2019 ◽  
pp. 249-252
Author(s):  
K. Ravikumar ◽  
R. Geetha
Keyword(s):  
Mobile Devices ◽  
Mobile Phones ◽  
Teaching And Learning ◽  
Qr Code ◽  
Quick Response ◽  
Qr Codes ◽  
Response Code ◽  
Quick Response Code ◽  
The People ◽  
Identity Card

Quick Response (QR) codes are versatile. a chunk of long trilingual text, a connected URL, an automatic SMS message, an identity card or simply regarding any data is embedded into the two-dimensional barcode. as well as moderate equipped mobile devices, QR Codes will connect the users to the data quickly and simply. The operations to retrieve or store QR codes are unbelievably easy and fast, and with mobile devices, build them the best academic tools for teaching and learning. QR codes are all over and most of the people have mobile phones equipped with QR code readers. though QR codes existed for over fifteen years, there arent such a lot of analysis applications during this space.

scholarly journals Requirements for developing a culture of small information technology projects among university students in the context of the Fourth Industrial Revolution.

2022 ◽  
Vol 5 (1) ◽  
pp. 253-314
Author(s):  
Mohamed Abdel Salam Mohamed Mahmoud El Balshi ◽  
Keyword(s):  
Information Technology ◽  
University Students ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Processes ◽  
Faculty Members ◽  
It Projects ◽  
Information Technology Projects ◽  
Fourth Industrial Revolution ◽  
The University

The current study aimed to develop mechanisms for developing the culture of small information technology projects among university students in the context of the Fourth Industrial Revolution by integrating the development of the culture of small information technology projects in the university’s vision, objectives and strategy, and localizing it in the university environment, activating it in the university’s teaching and learning processes, and strengthening the university’s partnership and the outside community to achieve this. The study used the descriptive approach, and the researcher applied a questionnaire consisting of (37) phrases distributed over (4) axes, and the sample amounted to (136) university professors from (5) Egyptian universities. The study found: The need for the university to emphasize in its objectives the teaching of students to build and manage small information technology projects through the development of knowledge and awareness of it, consolidating the values ​​and beliefs that support them, and that the university is interested in formulating a strategy that supports innovation and creativity among faculty members and students, and that the promotions of teachers and assistant professors be linked to their supportive activities for educating students with small IT projects, and to provide paper or digital brochures on opportunities to build small IT projects in the surrounding environment, and to support the practice of cultural activities, and spread the culture of patent in the information technology sector among its students, and that the university’s learning outcomes target the need for graduates to possess positive attitudes and values ​​towards them. and pay attention to educating students about the impact of the Fourth Industrial Revolution on small IT projects, and that the university link the teaching and learning processes, building and managing small information technology projects, and directing its faculty members towards linking the contents of the curricula with the skills of building and managing small information technology projects, with the need to achieve partnership with the external community through the establishment of exhibitions and platforms for marketing information technology projects, and hosting businessmen in seminars or meetings to inform students of their successful experiences.

scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

The Usability of Mobile Devices in Distance Learning

2020 ◽  
pp. 262-278 ◽  
Author(s):  
Fırat Sarsar ◽  
Tarık Kişla ◽  
Melih Karasu ◽  
Yüksel Deniz Arıkan ◽  
Murat Kılıç
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Processes ◽  
New Techniques ◽  
Factors Affecting ◽  
Communication Techniques ◽  
Technological Developments ◽  
Effective Use

Thanks to technological developments, distance education helped new techniques and strategies to emerge in the instruction field. However, these developments may cause problems about integration of the interaction between students and instructors. Communication is seen as one of the biggest problems. Instructors' online communications and their attitudes towards this process affect quality of teaching and learning processes. Other factors affecting this process are learning environment and its effective use. This study is designed to incorporate a mixed method with the aim of reflecting instructors' experiences about different communication techniques and learning environments. In scope of this research, the researchers planned a four-week process using the communication that the researchers have been establishing with Ege University Faculty of Education's instructors. The researchers will use different mobile devices and feedback methods for the process.

A Critical Analysis of the Use of Mobile Devices in the Classroom and Its Implication for Teaching and Learning

2018 ◽  
pp. 225-239
Author(s):  
Theodora Dame Adjin-Tettey ◽  
Vincentia Abui Akrobotu
Keyword(s):  
High School ◽  
Public Schools ◽  
Mobile Devices ◽  
Mobile Phones ◽  
Critical Analysis ◽  
Teaching And Learning ◽  
Academic Work ◽  
The Other ◽  
Ministry Of Education ◽  
Psychological Growth

The use of mobile devices, especially, by teens has been looked at with much apprehension and suspicion with some saying that it can be used to acquire information which can be detrimental to their social and psychological growth. Some teachers complain that it affects teens' studies as these teenagers stay up late in the night browsing, chatting, watching movies and playing games which cause them to sleep in class or pay little attention because of tiredness. In Ghana students in public schools up to Senior High School are not allowed to use personal mobile phones, laptops and other mobile gadgets in school because of implications such as those enumerated above. On the other hand, some, including those in prominent positions in government, have called for a rethink of such a directive by the Ministry of Education. This chapter critically looks into previous literature on the use of mobile devices in the classroom and suggests ways in which it can be effectively used to advance academic work in the classroom.

Turn On Your Mobile Devices

2012 ◽  
pp. 39-58
Author(s):  
Shuang Hao
Keyword(s):  
Informal Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
The Internet ◽  
Mediated Communication ◽  
Turn On ◽  
Learning Practices

The number of mobile devices and active users is growing. Mobile devices expand the reach of technology-mediated communication possibilities for many people. They have become a convenient, and in many instances preferred, way for people to communicate with each other as well as to access the Internet. In terms of learning, this means that people can increasingly access both content and resources from any number of locations. This chapter explores how mobile devices can be used to support informal learning practices, and it provides practical tips for researchers in conducting studies of informal mobile learning.

Podcasting as a Mobile Learning Technology

2015 ◽  
pp. 1064-1083
Author(s):  
Fernando Rosell-Aguilar
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Learning Tool ◽  
Major Study ◽  
Mobile Learning Technology

Despite the fact that portability was perceived as one of the major benefits of podcasting as a teaching and learning tool, little evidence has been found of users taking advantage of this feature for academic use. This paper reports on a major study (1886 responses) of iTunes U users. The analysis compares the responses of those participants who use static devices to play the materials they download with those of users who utilise mobile devices. The results show that more users play iTunes U materials from mobile devices than static devices. Users share some similarities in their use of podcasts but some marked differences as well, in contrast with previous research. The author argues that different perceptions and practices are based on whether the users are formal or informal learners and discuss the implications for the use of podcasting as a mobile learning technology.

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