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).

Download Full-text

Mobile Learning

Encyclopedia of Information Technology Curriculum Integration ◽

10.4018/978-1-59904-881-9.ch093 ◽

2011 ◽

pp. 580-586 ◽

Cited By ~ 9

Author(s):

Steve Chi-Yin Yuen ◽

Patrivan K. Yuen

Keyword(s):

Mobile Learning ◽

Age Groups ◽

Global Scale ◽

Mobile Technologies ◽

Personal Digital Assistants ◽

Wireless Technologies ◽

Adoption Rate ◽

Tablet Pcs ◽

High Bandwidth ◽

And Training

Download Full-text

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.

Download Full-text

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.

Download Full-text

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.

Download Full-text

Using Mobile Technologies in Education

International Journal of Technology and Human Interaction ◽

10.4018/ijthi.2017100106 ◽

2017 ◽

Vol 13 (4) ◽

pp. 77-90 ◽

Cited By ~ 2

Author(s):

Célio Gonçalo Cardoso Marques ◽

António Manso ◽

Ana Paula Ferreira ◽

Felisbela Morgado

Keyword(s):

Teaching And Learning ◽

Reading Skills ◽

Mobile Technologies ◽

Ministry Of Education ◽

Digital Repository ◽

Learning To Read ◽

Level Of Satisfaction ◽

Complex Process ◽

High Level ◽

And Training

The acquisition of reading skills is decisive for the academic achievement of students. However, learning to read is a complex process. With this in mind, several attempts have been made to find new educational approaches to enhance students' reading motivation. Considering the enormous potential of ICT for education and training, we have developed a digital repository of teaching and learning materials and a multiplatform application that runs on mobile devices: Letrinhas. This information system was designed to promote the development of reading and to provide tools for monitoring and assessing reading skills against the curricular targets set by the Ministry of Education. Letrinhas was evaluated by specialists and users and a high level of satisfaction was observed among students and teachers as time and effort spent to consolidate reading is considerably reduced with this application. This evaluation also enabled to identify features that will be available in the future.

Download Full-text

Mobile Learning Technologies

International Journal of Advances in Applied Sciences ◽

10.11591/ijaas.v7.i3.pp298-302 ◽

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>

Download Full-text

Wamda

Cases on Smart Learning Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-6136-1.ch012 ◽

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.

Download Full-text

Barriers and Challenges Facing Pre-Service Teachers Use of Mobile Technologies for Teaching and Learning

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch079 ◽

2016 ◽

pp. 1665-1686 ◽

Cited By ~ 5

Author(s):

Kevin Burden ◽

Paul Hopkins

Keyword(s):

Professional Learning ◽

Teaching And Learning ◽

Research Literature ◽

Mobile Technologies ◽

Attitudes And Beliefs ◽

Education Theory ◽

Postgraduate Qualification ◽

Barriers And Challenges ◽

One Year ◽

And Training

This study examined the perceptions, attitudes and beliefs of pre-service teachers using the iPad for their professional learning purposes and for teaching during their school placements. The sample consisted of 117 pre-service teachers undertaking a one-year postgraduate qualification in England to gain qualified teaching status (QTS). A mixed methods design was employed to collect data using questionnaires and focus groups and the results showed how students' beliefs and attitudes, categorised as second order barriers, are significant factors in determining how effectively mobile technologies are used as a teaching and learning tool. Whilst the research literature suggests access, infrastructure and training, are diminishing as significant barriers for technology adoption, this study found that first-order barriers such as these still remain a significant challenge for pre-service teachers attempting to learn with and use mobile technologies in their practice. The article concludes with implications for practice in teacher education, theory and areas for further research.

Download Full-text

Towards a Conceptual Framework Highlighting Mobile Learning Challenges

International Journal of Mobile and Blended Learning ◽

10.4018/ijmbl.2020010104 ◽

2020 ◽

Vol 12 (1) ◽

pp. 51-63 ◽

Cited By ~ 1

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.

Download Full-text

A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v12i2.791 ◽

2011 ◽

Vol 12 (2) ◽

pp. 78 ◽

Cited By ~ 273

Author(s):

Yeonjeong Park

Keyword(s):

Distance Education ◽

Distance Learning ◽

Mobile Learning ◽

Teaching And Learning ◽

Theoretical Framework ◽

Design Guidelines ◽

Transactional Distance ◽

Mobile Technologies ◽

Instructional Designers ◽

Learning To Learn

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

Download Full-text