Mobile Learning

The mobile revolution is finally here. The evidence of mobile penetration and adoption is irrefutable: smartphones, personal digital assistants (PDAs), portable game devices, portable media players, MP3 and MP4 players, tablet PCs, and laptops abound and can be found everywhere. Also, the increasing availability of high-bandwidth network infrastructures and advances in wireless technologies have opened up new accessibility opportunities (Kinshuk, 2003). No demographic is immune from this phenomenon. People from all walks of life and in all age groups are increasingly connected and communicate electronically with each other nearly everywhere they go (Wagner, 2005). The development of and adoption rate of mobile technologies are advancing rapidly on a global scale (Brown, 2005). Since 2000, there is considerable interest from educators and technical developers in exploiting the universal appeal and unique capabilities of mobile technologies for the use in education and training settings (Naismith, Lonsdale, Vavoula, & Sharples, 2004). The use of mobile technologies to support, enhance, and improve access to learning is a relatively new idea and many learners are quite comfortable with various mobile devices. Mlearning (mobile learning) is consequently an emerging concept as educators are beginning to explore more with mobile technologies in teaching and learning environments. Already, there are numerous applications for mobile technologies in education—from the ability to transmit learning modules and administrative data wirelessly, to enabling learners to communicate with instructors and peers “on-the-go” (Brown, 2005).

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Impacts of mobile technologies, systems and resources on language learning: A systematic review of selected journal publications from 2007-2016

Knowledge Management & E-Learning: An International Journal ◽

10.34105/j.kmel.2018.10.023 ◽

2018 ◽

pp. 375-388 ◽

Cited By ~ 1

Keyword(s):

Language Learning ◽

Mobile Devices ◽

Learning Strategies ◽

Mobile Learning ◽

Learning Systems ◽

Mobile Technologies ◽

Personal Digital Assistants ◽

Tablet Pcs ◽

Mobile Assisted Language Learning ◽

Future Work

This study examined the mobile-assisted language learning studies published from 2007 to 2016 in selected journals from the aspects of adopted mobile devices, mobile learning systems/resources, and the benefits and challenges of utilizing mobile devices or learning systems/resources. The results revealed that the traditional mobile devices (e.g., Personal Digital Assistants, PDAs) and the current popular mobile devices (e.g., smartphones and tablet PCs) were frequently adopted for language learning in different time periods, while wearable devices have not been adopted by any language learning research so far. In addition, most of the studies used researcher-developed learning systems/resources, while the use of educational affordances of free applications or resources needs to be promoted. Furthermore, the abundant benefits of using mobile devices or mobile learning systems/resources for language acquisition were found in many studies, such as providing substantial chances for learning, and providing or building authentic environments for learners’ meaningful knowledge construction; on the other hand, the studies also reported several challenges (e.g., insufficient practice time and the lack of effective learning strategies) to be overcome in the future. Finally, several suggestions are provided for researchers or practitioners to conduct their future work.

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Teaching and Learning with Mobile Technologies

Encyclopedia of Multimedia Technology and Networking, Second Edition ◽

10.4018/978-1-60566-014-1.ch184 ◽

2009 ◽

pp. 1366-1372

Author(s):

Hyo-Jeong So ◽

Bosung Kim

Keyword(s):

Mobile Phones ◽

Teaching And Learning ◽

Traditional Classroom ◽

Mobile Technologies ◽

Handheld Devices ◽

Personal Digital Assistants ◽

Daily Lives ◽

Practical Applications ◽

Tablet Pcs ◽

K 12

For the past decade, handheld devices with mobile and wireless capabilities have emerged as the next promising generation of technology for teaching and learning. Today, handheld devices such as mobile phones, personal digital assistants (PDAs), portable gaming devices, and tablet PCs have already become pervasive in daily lives of students. With this trend, there has been increased interest as to how mobile technologies can be used to enhance teaching and learning. One of the challenges for educators is to examine how we can use the new innovations of mobile technologies to create learning experiences that are often limited in traditional classroom environments. The purpose of this article, therefore, is to provide innovative and practical applications of mobile technologies in a variety of educational contexts, including from K-12 to higher education and informal learning.

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TRANSFORMING THE DELIVERY OF CURRICULUM IN THE CARIBBEAN SIDS THROUGH MOBILE LEARNING

Proceedings of the International Conference on Emerging Trends in Engineering & Technology (IConETech-2020) ◽

10.47412/wvbv1825 ◽

2020 ◽

Author(s):

Alice Thomas-Martin ◽

Ruel Ellis

Keyword(s):

Higher Education ◽

Mobile Devices ◽

Mobile Learning ◽

Mobile Technologies ◽

Small Island ◽

Educational Institutions ◽

Traditional Classrooms ◽

Mobile Environment ◽

Assessment Techniques ◽

And Training

Mobile devices and mobile technologies are significantly impacting the field of education. The dynamics of mobile computing is transforming the landscape of traditional classrooms. Education is a major factor in developing and sustaining a country. In a fast paced environment, traditional classrooms can be a hindrance to higher education. Mobile learning has the capacity to provide effective pedagogical and suitable learning activities for students of higher education. This paper explores m-learning and the shift of focus that it brings to educators and students. It looks at the relevance and place of m-learning in higher education, the framework for design as well as the devices and technologies that are available for use. The pedagogical approaches, assessment techniques and training that are suitable for the mobile environment are explored. The use of mobile devices allows for a level of flexibility that allows students to access education anywhere, anytime. Mobile learning provides a way for educational institutions to deliver educational content to its students on any platform, anyplace and at the time of need. For the design and implementation for mobile learning, the design approach was the point of focus. The relevance of mobile learning to Small Island Developing States and the future was highlighted.

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Tecnologias móveis e educação: uma rede centrada na aprendizagem

#Tear: Revista de Educação, Ciência e Tecnologia ◽

10.35819/tear.v7.n1.a2636 ◽

2018 ◽

Vol 7 (1) ◽

Author(s):

Caroline Birnfeldt ◽

Carine Bueira Loureiro

Keyword(s):

Mobile Learning ◽

Public Policies ◽

Mobile Technologies ◽

Global Level ◽

Discursive Practices ◽

Mobile Wireless ◽

Wireless Technologies

Resumo: A ênfase dada à aprendizagem móvel, atrelada às condições neoliberais que conduzem os modos de viver deste tempo, e as políticas e orientações em nível global que produzem efeitos na educação brasileira compõem a rede que fomenta a problematização proposta neste trabalho. O objetivo desta pesquisa foi problematizar as verdades produzidas por práticas discursivas que enaltecem o uso de tecnologias móveis sem fio como ferramentas necessárias para a aprendizagem em políticas públicas e documentos emitidos por diferentes organizações. Para isso, por meio da metodologia da etnografia de rede, foram escrutinados nove documentos e construída uma rede que possibilitou a identificação das ligações entre os sujeitos e as diferentes agências que orientam e regulam políticas globais e que têm implicações na educação brasileira. A rede construída e os discursos extraídos dos documentos foram analisados com base na teorização foucaultiana e a partir dos conceitos-ferramenta de discurso e governamentalidade. Esse exercício possibilitou identificar que as diferentes agências estão relacionadas entre si, não só por meio dos sujeitos, mas também com os discursos propagados, que, ao enfatizarem a necessidade da aprendizagem móvel, produzem outros tipos de subjetividades, próprias deste tempo, que fazem reverberar a necessidade do investimento em aprendizagem como forma de empresariamento de si mesmo, eficiência e concorrência.Palavras-chave: Educação. Etnografia de rede. Tecnologias móveis sem fio. MOBILE TECHNOLOGIES AND EDUCATION: A NETWORK BASED IN LEARNING Abstract: The emphasis given to mobile learning, coupled with the neoliberal conditions that lead to the lifestyle of this time, and the policies and guidelines at a global level that produce effects in Brazilian education make up the network that foments the problematization proposed in this work. The objective of this research was to problematize the truths produced by discursive practices that overvalue the use of mobile wireless technologies as necessary tools for learning in public policies and documents issued by different organizations. Therefore, through ethnography methodology of the network, nine documents were scrutinized and a network was created that made it possible to identify the links between the subjects and the different agencies that guide and regulate global policies and that have implications for Brazilian education. The constitute network and the discourses extracted from the documents were analyzed based on the Foucaultian theorization and from the concepts-tools of discourse and governmentality. This exercise made it possible to identify that the different agencies are interrelated not only through the subjects, but also with the propagated discourses, that emphasizing the need for mobile learning, and produce other kinds of subjectivities, typical of this time, that reverberate the need of investment in learning as a form of entrepreneurship, efficiency and competition.Keywords: Education. Ethnography of network. Mobile technologies.

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The Effectiveness of Smartphone and Tablet PC Apps for Japanese Language Learning

IALLT Journal of Language Learning Technologies ◽

10.17161/iallt.v44i2.8544 ◽

2015 ◽

Vol 44 (2) ◽

pp. 64-82

Author(s):

Fusako Ota

Keyword(s):

Language Learning ◽

Mobile Devices ◽

Mobile Learning ◽

Mobile Apps ◽

Low Cost ◽

Japanese Language ◽

Tablet Pc ◽

Tablet Pcs ◽

Business Sectors ◽

And Training

The emergence of smartphones and tablet PCs in the second decade ofthe 21 sf century has furthered possibilities for mobile learning. Thecharacteristics of smartphones and tablet PC devices such as affinity,portability, accessibility and the availability of low cost applications(apps) with various functions have transformed these devices into arealistic means of learning. In fact, it has been reported that manysecond language (L2) learners have used such language learning appsand evaluated them positively. The adaptation of mobile apps for L2language education and training has been actively implemented by notonly individual users but also educational and business sectors in manycountries. Thus, this study explores the effectiveness of smartphone andtablet PC apps for Japanese language learning, focusing on learners ofJapanese at a university in Australia. The types of Japanese languagelearning apps that students have used and their usage are examined, inorder to investigate the effectiveness of such apps. This study aims toprovide helpful information to L2 educators and learners about theadaptation of mobile devices to assist their language teaching andlearning.

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

JOIV International Journal on Informatics Visualization ◽

10.30630/joiv.4.2.347 ◽

2020 ◽

Vol 4 (2) ◽

pp. 76 ◽

Cited By ~ 1

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.

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The Role of Mobile Learning in Developing Employability and Job-Related Skills at VTET Programs

Advances in IT Standards and Standardization Research - Developing Countries and Technology Inclusion in the 21st Century Information Society ◽

10.4018/978-1-7998-3468-7.ch006 ◽

2021 ◽

pp. 99-122

Author(s):

Ahmed Mokhtar Abdelaziz

Keyword(s):

Mobile Learning ◽

Technical Education ◽

Soft Skills ◽

Education And Training ◽

Mobile Technologies ◽

Effective Utilization ◽

Future Direction ◽

And Training ◽

Area Of Study

This chapter focuses on the role of mobile learning in developing employability and job-related skills in vocational and technical education and training (VTET) contexts. It is hoped that this chapter will contribute to the academic discussion on this topic by identifying a list of skills and discussing how mobile technologies can play a role in developing them. This chapter will also provide some insights and practical examples for instructors and program designers on effective utilization of mobile technologies for developing both the technical and soft skills. Finally, this chapter will provide some insights on the future direction of research in this area of study.

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Information technology for learning, education and training. Nomadicity and mobile technologies

10.3403/30395170 ◽

2020 ◽

Keyword(s):

Information Technology ◽

Education And Training ◽

Mobile Technologies ◽

And Training

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Scoping review assessing the evidence used to support the adoption of mobile health (mHealth) technologies for the education and training of community health workers (CHWs) in low-income and middle-income countries

BMJ Open ◽

10.1136/bmjopen-2017-019827 ◽

2018 ◽

Vol 8 (7) ◽

pp. e019827 ◽

Cited By ~ 12

Author(s):

Niall Winters ◽

Laurenz Langer ◽

Anne Geniets

Keyword(s):

Systematic Reviews ◽

Scoping Review ◽

Low Income ◽

Health Workers ◽

Education And Training ◽

Evidence Base ◽

Mobile Technologies ◽

Middle Income ◽

And Training ◽

Formal Theories

ObjectivesUndertake a systematic scoping review to determine how a research evidence base, in the form of existing systematic reviews in the field of mobile health (mHealth), constitutes education and training for community health workers (CHWs) who use mobile technologies in everyday work. The review was informed by the following research questions: does educational theory inform the design of the education and training component of mHealth interventions? How is education and training with mobile technology by CHWs in low-income and middle-income countries categorised by existing systematic reviews? What is the basis for this categorisation?SettingThe review explored the literature from 2000 to 2017 to investigate how mHealth interventions have been positioned within the available evidence base in relation to their use of formal theories of learning.ResultsThe scoping review found 24 primary studies that were categorised by 16 systematic reviews as supporting CHWs’ education and training using mobile technologies. However, when formal theories of learning from educational research were used to recategorise these 24 primary studies, only four could be coded as such. This identifies a problem with how CHWs’ education and training using mobile technologies is understood and categorised within the existing evidence base. This is because there is no agreed on, theoretically informed understanding of what counts as learning.ConclusionThe claims made by mHealth researchers and practitioners regarding the learning benefits of mobile technology are not based on research results that are underpinned by formal theories of learning. mHealth suffers from a reductionist view of learning that underestimates the complexities of the relationship between pedagogy and technology. This has resulted in miscategorisations of what constitutes CHWs’ education and training within the existing evidence base. This can be overcome by informed collaboration between the health and education communities.

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