scholarly journals Peer Review #4 of "Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students (v0.2)"

2019 ◽  
Keyword(s):  
Peer Review ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Attitudes And Perceptions

scholarly journals Mobile learning in dentistry: usage habits, attitudes and perceptions of undergraduate students

PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7391 ◽  
Author(s):  
Aslı Suner ◽  
Yusuf Yilmaz ◽  
Beyser Pişkin
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Technology Use ◽  
Linear Regression Analysis ◽  
Attitude Scale ◽  
Dental Students ◽  
Internet Usage ◽  
Learning Attitude ◽  
Attitudes And Perceptions

Introduction The aim of this study was to evaluate usage habits, attitudes and perceptions towards mobile learning (m-learning), as well as to identify variables related to those attitudes amongst undergraduate dental students. Materials and Methods The study consists of 81 dental undergraduate students who who volunteered to participate. The data collection tool consists of an m-learning attitude scale, a questionnaire, and open-ended questions. To compare the total scores and factors of m-learning attitude scale for demographic information and mobile technology usage habits of the students; the Mann–Whitney U test was used for two independent groups such as gender, presence of electronic devices, and places of Internet usage. The Kruskal–Wallis test was also used to compare the total scores and factors of m-learning attitude scale for more than two independent groups including internet usage purposes and opinions. Spearman’s correlation coefficient was performed, and linear regression analysis was used to predict the change in total score according to the purposes of Internet usage. Results The majority of students thought that the use of mobile devices in dentistry courses was useful and their attitudes towards m-learning were high. The students generally use the Internet for online shopping, connecting to social networks, and communication. They tend to use mobile technologies for personal use, followed by educational purposes. There were significant differences found in the m-learning attitudes for gender, having a portable power supply and use of mobile devices in dentistry courses. Communication was found significant in predicting the change in total score for the m-learning attitude scale according to the purpose of Internet usage. Conclusion Dental students have generally positive attitudes towards m-learning. Students raise awareness towards the promise of m-learning in order to apply their individual technology use and learning behaviours. Designing learning materials and applications for mobile devices may increase students’ performances.

scholarly journals GRADUATE STUDENTS’ ATTITUDES AND PERCEPTIONS TOWARDS MOBILE LEARNING AT KING KHALID UNIVERSITY (SAUDI ARABIA)

2021 ◽  
Vol 29 (1) ◽  
Keyword(s):  
Saudi Arabia ◽  
Graduate Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Student Attitudes ◽  
Education Data ◽  
Positive Attitudes ◽  
Attitudes And Perceptions ◽  
Technological Developments ◽  
Students Attitudes

Mobile Learning (mLearning) has become an influential educational technology in higher education. With the internet and other technological developments, mLearning makes it possible for students to learn, collaborate, and share ideas with each other. However, mLearning student acceptance is critical to its effectiveness. Attitudes toward learning is a vital factor in deciding whether or not students are ready to use mLearning for academic purpose. Student attitudes may identify strengths and weaknesses of mLearning and facilitate development of the technology. This qualitative study aims to investigate graduate students’ attitudes and perceptions toward using mLearning in education. Data were collected by conducting interviews with fourteen graduate students enrolled in masters and doctoral programs in the College of Education at King Khalid University (KKU), Kingdom of Saudi Arabia. Generally, graduate students in education disciplines had positive attitudes toward mLearning and expressed a desire to use it in their future educational settings. Students perceived mLearning to be valuable for academic purposes, noting the convenience of being able to access course materials, the ease of communicating with other students and professors at their own pace, and the flexibility mobile devices offer over desktop or laptop computers. However, students identified a few usability issues like small screen size and keyboards, and additional cost of mobile devices and the corresponding cost of Internet access as constraints for using mobile devices for learning.

Mobile Learning

2016 ◽  
pp. 106-121 ◽  
Author(s):  
Bonface Ngari Ireri ◽  
Elijah I. Omwenga
Keyword(s):  
Instructional Design ◽  
Peer Review ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Flipped Classroom ◽  
Design Models ◽  
Learner Performance ◽  
Research Activities ◽  
Access Information ◽  
Entry Behavior

Today's learner is able to access information from mobile devices. Due to accessibility and affordability of mobile devices, more instructors continue to adopt instructional design models of mobile learning as more learners also bring their mobile devices to their classrooms. Instructors using flipped classroom model organize the learning activities both inside and outside classroom. Before the next class the instructor avails instruction and content in advance. The learner reviews class content materials and assigned research activities at home prior to class. In class, the instructor allows learners to peer review their work in groups while the instructor engages them to validate their work. The findings described in this chapter suggest that introducing mobile learning to learners in a flipped classroom model helps to bridge learner entry behavior as it improves learner performance.

scholarly journals An Assessment of Culturally Appropriate Design: A Malaysian University Context

2018 ◽  
Vol 12 (2) ◽  
pp. 207 ◽  
Author(s):  
Shamsul Arrieya Ariffin ◽  
Azniah Azniah Ismail ◽  
Maizatul Hayati Yatim ◽  
Salman Firdaus Sidek
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Interface Design ◽  
Design Guidelines ◽  
Error Management ◽  
Heuristic Evaluation ◽  
Culturally Appropriate ◽  
Technological Improvement

<p class="0abstract">The growing popularity of mobile devices, together with the constant technological improvement of mobile websites and applications informed about the quality of the user interface design. However, the particularities of mobile devices require special attention in terms of their usability aspects, such as culture. Therefore, this study evaluated the use of culturally appropriate design guidelines for a mobile learning web site. The research methodology used comprised a survey from heuristic evaluation questionnaires with undergraduate students. This research captured the students’ experiences in using the MLearn website of Universiti Pendidikan Sultan Idris, Malaysia.  From the study, the lowest ranking is realistic error management at 3.5, and the highest is suitable content for local culture at 4.6.  This study affirmed that general usability and cultural principles in design are important for a usable mobile learning website system in a local university context.</p>

scholarly journals MOBILE-APPS questionnaire: Developing and validating a scale to measure the attitudes and perceptions of undergraduate students on mobile information literacy

2020 ◽  
Vol 52 (4) ◽  
pp. 1063-1072
Author(s):  
Maria Pinto ◽  
David Caballero ◽  
Dora Sales ◽  
Rosaura Fernández-Pascual
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Student Attitudes ◽  
Scale Validation ◽  
Mobile Apps ◽  
Internal Validity ◽  
Mobile Technologies ◽  
Attitudes And Perceptions ◽  
Mobile Information ◽  
Teaching Learning

This paper aims at reflecting on the process of developing and validating a scale for measuring the students’ attitudes and perceptions regarding the use of mobile technologies in the teaching-learning of information competencies (MOBILE-APPS). Validation was carried out by administering the questionnaire to a pilot group of students, selected from Education degree, with a rubric to analyse the quality/coherence, clarity and usefulness of the content. The questionnaire was then piloted with a larger sample of students. To analyse the tool’s reliability and internal validity, scale validation techniques and exploratory factorial analysis were used. The resulting questionnaire, MOBILE-APPS, is a simple yet effective scale for collecting information. It can be applied in a number of university settings and degrees to ascertain student attitudes and perceptions of mobile information literacy.

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