scholarly journals Mobile technology to promote education 4.0 in Vietnam

2020 ◽  
Vol 4 (4) ◽  
pp. 1-6
Author(s):  
Loc My Thi Nguyen ◽  
Tuong Sy Hoang
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Electronic Devices ◽  
Mobile Technologies ◽  
Smart Devices ◽  
Mobile Platforms ◽  
Current Context ◽  
Google Play

Currently, with development of technology, the use of gadgets like smart devices (smartphones, tablets) is becoming more common. In recent years, mobile technologies play an increasingly important role in students’ lives, study and scientific research. In addition, currently most students in higher education institutions use smartphones. Many universities use electronic devices such as smart phones, laptops, computers, and tablets as teaching devices and building websites that run on mobile platforms or developing applications that can be easily downloaded from google play or Apple store. Therefore, this article focuses on analyzing the perspectives as well as the application of learning on mobile devices in higher education 4.0. Surveys of students owning a mobile device and doing their learning on a mobile phone show that the currently students owning mobile devices is high and will continue to increase. The data was analyzed through the calculation of the proportion of responses in the questionnaires. The article also summarizes the results of short discussions about the results of the research, finding that mobile technologies play an important role in teaching and learning in the current context of higher education in Vietnam. Based on the results, the authors recommend that more studies should be done to provide knowledge regarding the application and development of mobile technologies in learning and research of students towards the era of industrial revolution 4.0 (IR4).

scholarly journals Higher Education Instructors' Use, Perceptions, and Practices of Mobile Learning in Morocco

2021 ◽  
Author(s):  
Youness Zidoun ◽  
Nabil Zary
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Mobile Technologies ◽  
Digital Learning ◽  
Integration Model ◽  
Future Work ◽  
Educational Potential

Background: In an age where information is generally accessible, most of the interest these days has focused on how accessible and convenient technology can be. So small and personal, mobile devices can transform our perception of learning by combining both mobility and convenience. Mobile learning is part of the digital learning landscape alongside e-learning and serious games. However, knowledge about effective design of mobile learning experiences remains of interest with a focus on appropriate design models and the embodiments that can be implemented to achieve the intended educational outcomes. Exploring the instructor's perspective on mobile learning is essential. Therefore, the aim of this study was to investigate the Moroccan instructors' perception and practice of mobile learning to inform the development of an ecologically valid mobile learning integration model. Methods: Higher education Instructors (n=41) were recruited to the study. The Moroccan instructors' perception and their experiences regarding their adoption of mobile learning were collected using an online survey. The analysis focused on their mobile use, perceived IT competency, and opinions on mobile learning. Results: We described most of the instructors' considerations regarding integrating mobile technologies into their teaching activities. We found that most of the mobile learning activities defined by the respondents corresponded to relatively advanced use of mobile devices. More promising, instructors have found innovative ways to use the educational potential of mobile devices. However, the prospect of mobile devices was still to challenge. No or poor Wi-Fi connection, number of devices or limited access, sometimes fees or applications incompatibility were identified as reasons and obstacles to mobile learning usage. Conclusion: Mobile learning is mostly perceived positively among Moroccan instructors allowing many applications and usage to enhance teaching and learning. In this study, a better understanding of aspects and factors influencing the integration of mobile learning in the Moroccan educational context is exposed, helping further the development of an ecologically valid mobile learning integration model. Future work on mobile learning should consider the highly paced evolution of mobile technologies, emphasizing the flexibility of integration frameworks to support instructors and learners.

scholarly journals English as a Foreign Language (EFL) Teacher's Perceptions and Use of Mobile Devices and Applications

2019 ◽  
Vol 5 (2) ◽  
pp. 190-202
Author(s):  
Elias Bensalem
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Public Universities ◽  
Mobile Technologies ◽  
Tertiary Level ◽  
Online Questionnaire ◽  
Personal Learning ◽  
Efl Teachers

This paper reports on a study of how a group of tertiary level EFL teachers perceived and used mobile devices in their teaching and personal learning. One hundred and fifty teachers (66 female, 84 male) from public universities in Saudi Arabia completed an online questionnaire. Results showed that the majority of participants used mobile devices and applications in their teaching and learning. Survey data showed that the vast majority of teachers had positively perceived and frequently used mobile technologies in their teaching and personal learning. In addition, there was a correlation between teachers’ use of mobile technologies in their teaching and their use in learning. There was also a correlation between how teachers perceived the value of mobile technologies in learning, and how they use them in their teaching.

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>

Mobile Devices in Higher Education Classrooms

2015 ◽  
pp. 37-54 ◽  
Author(s):  
Ieda M. Santos
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Cultural Change ◽  
Teaching And Learning ◽  
Bring Your Own Device ◽  
Program Outcomes ◽  
University Campuses ◽  
Working Together ◽  
Personal Mobile Devices ◽  
Joint Enterprise

More and more students are bringing personal mobile devices such as smart phones and iPads to university campuses. Widespread mobile device ownership among students offers Higher Education (HE) institutions with opportunities to explore those devices to support teaching and learning practices. The idea of using students' personal devices is referred to as “Bring Your Own Device,” or BYOD. This chapter examines opportunities and key challenges often discussed in the literature and associated with a BYOD program. Outcomes suggest that a cultural change is necessary to effectively accommodate BYOD in the classroom. The chapter proposes a BYOD joint enterprise consisting of main stakeholders—administrators, faculty, students, and information technology personnel—working together to help minimize the impact of key challenges while maximizing the opportunities afforded by students' everyday mobile devices.

Teaching Fundamental Math Concepts

2015 ◽  
pp. 268-287 ◽  
Author(s):  
Jennifer Wall ◽  
Michael P. Rogers
Keyword(s):  
Elementary School ◽  
Mobile Devices ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
School Classroom ◽  
Mathematics Teaching And Learning ◽  
Drill And Practice ◽  
Math Concepts

The use of mobile devices such as iPads to improve mathematics teaching and learning is on the rise. Parents are using them to informally teach their children (Franklin, 2011), teachers are using them for drill and practice (Murray & Olcese, 2011), and even politicians and administrators are pushing for more use of mobile technologies in classrooms (Murray & Olcese, 2011). With the increased prominence of iPads in the classroom—by 2013 Apple had sold 8 million iPads directly to educational institutions (Etherington, 2013)—the need for well-designed apps has never been greater. In this chapter, the authors explore what makes a good app, what to do when you cannot find the app that you need, and discuss how to successfully deploy apps in the elementary school classroom.

Leadership and Innovative Approaches in Higher Education

2020 ◽  
pp. 83-100
Author(s):  
Sulaiman Olusegun Atiku ◽  
Richmond Anane-simon
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Management ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Higher Education System ◽  
Leadership Support ◽  
Higher Institution

The place of leadership support for technological innovation in advancing quality management in higher education cannot be underrated in the fourth industrial revolution. This chapter examines the role of leadership in higher education and innovative teaching and learning methods for quality assurance in higher education system. The literature review approach and author observation were adopted to cross-examine the influence of leadership on innovative teaching/learning methods and quality assurance in higher education. This chapter shows that leadership support for innovative teaching and learning methods is a benchmark for quality assurance in higher education in recent times. Therefore, no meaningful change will happen in any higher institution without a strong leadership support for innovation and quality management. Policymakers in higher education should create a climate that promotes creativity and innovation by ensuring that transformational leaders are at the helm of affairs for quality management.

scholarly journals A South African university’s readiness assessment for bringing your own device for teaching and learning

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Nkqubela Ruxwana ◽  
Mncedisi Msibi
Keyword(s):  
South African ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Single Case ◽  
Developed Countries ◽  
Ease Of Use ◽  
Mobile Technologies ◽  
Bring Your Own Device ◽  
Relative Advantage ◽  
Enabling Factors

Background: The use of mobile devices for education is rapidly growing, and it is a global phenomenon. The trend of bringing personal mobile devices for learning using the institution’s network to access data and other academic material is referred to as bring your own device (BYOD). Most universities in developed countries have implemented this phenomenon to enhance education. However, the rate of BYOD adoption in developing countries is lagging even though the majority of students and staff already own one or more mobile devices and are using them for personal and educational purposes. Objectives: The study determines the readiness of a South African university to adopt BYOD for teaching and learning. Moreover, the article presents the enabling factors and barriers of BYOD adoption within the university. Method: The study followed an interpretivist philosophical stance. A qualitative single-case study was used. Data were collected through questionnaires and thematic analysis was applied. Results: The BYOD readiness levels are low and are hampered both by organisational and technological factors. Key barriers include lack of comprehensive policies to govern the use of these devices, lack of infrastructure, limited top management support for innovations and security complexities, while the key enabling factors included accessibility to mobile technologies, ease of use, relative advantage and convenience. Conclusion: Bring your own device offers a suitable platform for mobile-learning (m-learning) in universities. Consideration of the readiness factors, such as adoption strategy, implementation plans, security and device management, skills development, and measures of discipline, is essential.

Promoting Virtual Collaborative Learning with the Use of Mobile Devices

2020 ◽  
pp. 32-43
Author(s):  
Despo Ktoridou ◽  
Elli Doukanari
Keyword(s):  
Collaborative Learning ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Virtual Learning Environment ◽  
Mobile Technologies ◽  
Educational Institutions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Process

With the ubiquity and rapidly expanding functionality of mobile technologies, educational institutions have the potential to improve and facilitate learning. More and more educators are employing communication, collaboration and sharing tools and resources to make learning more accessible, equitable, personalized and flexible for students everywhere. This study investigates the implementation of Cloud-Based Student-Centered Learning (CBSCL) environment with the use of mobile devices in an MIS course. For the purpose of the study, the data were elicited through students' focus groups and the lecturer's notes on CBSCL as a virtual learning environment. The data were examined based on content analysis. The results indicate that CBSCL can be a challenging collaborative learning experience and a motivating approach to teaching and learning; consequently, the students become responsible for their own learning and problem solving process.

scholarly journals Teaching and Learning Modelling and Specification Based on Mobile Devices and Cloud

2017 ◽  
Vol 13 (4) ◽  
pp. 33-49 ◽  
Author(s):  
Fernando Moreira ◽  
Maria João Ferreira
Keyword(s):  
Higher Education ◽  
Information Systems ◽  
Mobile Devices ◽  
Requirements Engineering ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Modelling Language ◽  
Unified Modelling Language ◽  
Collaborative Environment ◽  
Arduous Task

Teaching Requirements Engineering and, in particular modelling and specification requirements, at the higher education institutions is an “arduous” task according to the literature. In this way, it is proposed an approach that aims to contribute for filling this gap. So, in the context of a degree in Informatics, and following the guidelines of the Information Systems courses provided by ACM/AIS, we explore the Modeling and Specification (MS) of requirements using Unified Modelling Language (UML) integrated into the TLP (TLP-MS) activity of the BML Context Oriented (BML-CO) model. These activities (modelling and specification of requirements) are supported by the use of the Lucidchart tool in a collaborative environment.

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