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.

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>

Developing an English Mobile Learning Attitude Scale for Adult Learners

2017 ◽  
Vol 45 (3) ◽  
pp. 424-435 ◽  
Author(s):  
Tzu-Ying Liu
Keyword(s):  
Adult Learners ◽  
Mobile Learning ◽  
Rapid Development ◽  
Item Analysis ◽  
Pilot Scale ◽  
Attitude Scale ◽  
Internal Reliability ◽  
Expert Review ◽  
Learning Attitude ◽  
Attitudes Toward English

In recent years, with the rapid development of mobile devices, mobile learning (m-learning) has becoming another popular topic. There is a strong need for both researchers and educators to be aware of adult learners’ attitudes toward English mobile learning, yet relevant studies on mobile learning to promote English learning for adult learners are scarce. The purpose of this study was to describe the development of an English Mobile Learning attitude scale for adult learners in higher education. A preliminary version of a scale to measure attitudes toward English mobile learning was developed and piloted on 190 adult learners who were attending the continuing education situations in Southern Taiwan. Initial item selection produced a pilot scale consisting of 36 Likert items. Subsequently, an expert review panel, item analysis, and factor analysis revealed four structurally independent attitude constructs and justified retention of 21 of the original items. The full instrument was found to have both a high internal reliability coefficient (.93) and significant construct validity ( p < .001).

scholarly journals Identifying the Collage Student’s Perception Level of Mobile Learning

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Murat Topaloglu ◽  
Harun Ozkisi
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Mobile Applications ◽  
Mobile Technologies ◽  
Web Based ◽  
E Learning ◽  
Distant Education ◽  
Education Tool ◽  
Day By Day

There have been great improvements in mobile technologies recently. In line with these developments, the use of mobile technologies in web based distance learning seems to be increasing day by day making learning possible via mobile devices. Both the continuous and rapid developments in mobile devices and the growing number of people with mobile phones render these technologies fruitful and actively used in many fields, including education worldwide, inclusive of our own country. Mobile learning is regarded as a reliable distant education tool for learners who wish to continue their education from outside the institutions. The study was conducted to measure the reactions of individuals to the developed mobile applications and give insight to them. The aim of this study is to identify undergraduate students’ use and attitudes of/towards mobile learning who are studying at Trakya University Kesan Yusuf Capraz School of Applied Disciplines. Observations were made about the use and the importance of mobile learning in our lives.Peer-review under responsibility of of the organizing committee of GLOBE-EDU Keywords: Distant Education; E-Learning; Mobile Devices; Mobile Learning; M-Learning

The Adoption of Mobile Devices as Digital Tools for Seamless Learning

2017 ◽  
pp. 297-324 ◽  
Author(s):  
Gürol Yokuş ◽  
Tuğba Yanpar Yelken
Keyword(s):  
University Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Undergraduate Students ◽  
Learning Method ◽  
Effective Learning ◽  
Positive Attitudes ◽  
Mobile Design ◽  
Activity Types ◽  
Design Preferences

This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.

scholarly journals Comparative Study of Attitudes towards Communication Skills Learning between Medical and Dental Students in Saudi Arabia

2020 ◽  
Vol 18 (1) ◽  
pp. 128
Author(s):  
Ahmed Abed Elwahab Nourein ◽  
Rubayyi Faris Shahadah ◽  
Marwan Abdulrahman Alnemer ◽  
Saif Saud Al-Harbi ◽  
Hani T. Fadel ◽  
...  
Keyword(s):  
Saudi Arabia ◽  
Medical Students ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Online Survey ◽  
Attitude Scale ◽  
Dental Students ◽  
Related Factors ◽  
Cross Sectional ◽  
Medical And Dental Students

Background: Communication skills (CS) learning is a core skill in medical and dental education. The comparison of attitudes towards CS between dental and medical students based on the taught curriculum (problem-based learning vs. traditional teaching) in Saudi Arabia awaits investigation. Aims: (1) To assess the attitudes of both undergraduate dental and medical students towards communication skills (CS) learning and (2) to compare the attitudes towards CS between Medical and Dental students in relation to sociodemographic and education-related characteristics. Methods and Materials: A cross-sectional study, using an online survey, invited 260 conveniently sampled Taibah university medical and dental undergraduate students. The survey collected data on sociodemographic characteristics, education-related factors, and CS using Communication Skills Attitude Scale (CSAS) that assess positive and negative attitudes (PAS, NAS). Data analysis included descriptive statistics and the Mann–Whitney U test. Results: Of the distributed questionnaire 91% responded (145 dental and 91 medical students). There were, overall, non-significant scores’ differences between medical and dental students on PAS (Medicine Median 51 vs. Dentistry Median 50, p = 0.059) and NAS (Medicine Median 32 vs. Dentistry Median 32, p = 0.596). Older medical students, those at clinical levels and those who reported they need to improve their communication skills and student whose parents were not doctors, tended to score statistically significantly (p = 0.032, 0.017, 0.034, and 0.004, respectively) on PAS compared with dental students; on the other hand, medical students with doctor parents scored significantly high in NAS compared to dental students (p = 0.015). Conclusion: Demographic and education-related characteristics underpinned medical student positive attitude towards CS compared to dental students. Although medical and dental students showed no differences in self-rating their attitudes towards (CS). Different factors influence medical and dental students’ attitudes towards CS learning.

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