scholarly journals Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Shelley Kinash ◽  
Jeffrey Brand ◽  
Trishita Mathew
Keyword(s):  
Focus Groups ◽  
Student Learning ◽  
Student Perceptions ◽  
Mobile Devices ◽  
Mobile Learning ◽  
21St Century ◽  
Web Pages ◽  
Mobile Learn ◽  
Qualitative Feedback ◽  
The Web

<span>Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether </span><em>Blackboard Mobile Learn</em><span> made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for </span><em>Blackboard Mobile Learn</em><span> to the same extent as they used them for searching the web for study, accessing university web pages, email and making </span><em>Facebook</em><span> posts, but less than they used them for browsing the web for pleasure and </span><em>Facebook</em><span> reading. The majority of students were neutral when asked if they prefer </span><em>Mobile Learn</em><span> over PC access to </span><em>Blackboard</em><span>. Students were likewise neutral when asked whether they perceived </span><em>iPads</em><span> to improve their learning. There was higher frequency agreement that using </span><em>iPads</em><span> motivated them to learn. Qualitative feedback from focus groups was mixed, but largely positive. The overall interpretation was that it is a matter of course that students would access their subject site via mobile devices.</span>

Mobile Technology and Student Learning

2011 ◽  
Vol 3 (3) ◽  
pp. 34-42 ◽  
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

scholarly journals An examination of technology-based formative assessment feedback and the impact on student learning

2019 ◽  
Author(s):  
◽  
Brett Jacobs
Keyword(s):  
School District ◽  
Focus Groups ◽  
Formative Assessment ◽  
Student Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
District Administrators ◽  
Training Resources ◽  
Technology Initiatives ◽  
The Impact

Although researchers have provided evidence to support the effectiveness of collaborative and cooperative learning (Magana and Marzano, 2014; Marzano, 2006) and embedding formative assessment within instruction (Black and Wiliam, 2009; Wiliam, 2011), researchers (Chu, 2013; Hwang and Chang, 2011; Sung, Chang and Liu, 2016) further identified the need for research related to the impact of mobile devices on student learning. Purposefully selected for this study was the school district, as it is a highly innovative school district with regard to technology initiatives. Utilized during the process of collecting data for this case study, several sources were utilized. These included interviews with building and district administrators, focus groups with mathematics teachers and district instructional support staff, analysis of district and building documents, and observation of daily activities. Qualitative analysis of interviews of district and site leaders, focus groups with instructional specialist and teacher focus groups, observation of meetings, and analysis of documents from the district resulted in three emerging reoccurring themes: The impact of mobile learning on mastery learning; The Impact of Mobile Learning on the Quality and Timeliness of Data; Lack of fidelity, training and accountability. Research from this study shows infusion of technology-based formative assessment applications has a positive effect on student learning. Further considerations when embedding technology-based formative assessment strategies within the teaching and learning cycle are to provide common training, resources, and accountability for implementation.

Web Content Adaptation Frameworks and Techniques

2011 ◽  
pp. 1070-1077
Author(s):  
Tiong-Thye Goh ◽  
Kinshuk
Keyword(s):  
Mobile Devices ◽  
Mobile Phones ◽  
Web Application ◽  
Learning Systems ◽  
Personal Digital Assistants ◽  
Content Adaptation ◽  
Web Pages ◽  
Web Content ◽  
Application Access ◽  
The Web

Most Web pages are designed with desktop platform access in mind, but with the proliferation of mobile devices such as Personal Digital Assistants (PDAs) and mobile phones, accessing Web pages through a variety of devices without proper content adaptation can result in an aesthetically unpleasant, un-navigable and, in most cases, unsatisfying experience. This article provides an overview of approaches in Web content adaptation framework and techniques being developed to extend the Web application access to non-desktop platforms. After describing general adaptation techniques, the article focuses particularly on the adaptation requirements of learning systems, especially when they are accessed through mobile devices.

Mobile Technology and Student Learning

2014 ◽  
pp. 32-41
Author(s):  
Pamela Pollara ◽  
Kelly Kee Broussard
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Mobile Device ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Research And Practice ◽  
Learning Research

As mobile devices become ubiquitous, it is necessary to analyze if and how these devices can be used for learning. This systematic review is part of a larger review that analyzed 21 mobile learning research studies published from 2005-present. Eleven studies that focused specifically on student learning outcomes and processes are summarized in this review in order to better understand the direction of mobile learning in mainstream education. Overall, studies were found to be positive and indicated several benefits of using mobile devices for learning including an increase in achievement, productivity, engagement, and motivation. This paper also highlights recommendations for future research and practice in the field of mobile learning, specifically focusing on the way personal mobile device ownership may influence learning both inside and outside the classroom.

Towards a Mobile Learning Pedagogy

Gamification ◽  
2015 ◽  
pp. 2167-2185
Author(s):  
Scott E. Hamm ◽  
Jason Drysdale ◽  
Diana Moore
Keyword(s):  
Informal Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
21St Century ◽  
Information Access ◽  
Evidence Based ◽  
Work Study ◽  
Life Tasks ◽  
Access Data

Mobile devices provide information access all the time and everywhere. The manner in which we access data has become a fulcrum of our social, vocational, and educational ethos. The developing mediums by which information is engaged are establishing themselves as a pervasive part of our ecology. People expect to be able to perform life tasks-work, study, and play-all the time and everywhere. This reality is transforming education and a 21st century pedagogy is emerging which necessitates a research-informed approach to the integration of theory and praxis. As mobility affords new and exciting ways to engender informal learning within the academy, we will explore an evidence-based pedagogy that augments, extends, and constructs learning as a result of mobility's affordances.

Towards a Mobile Learning Pedagogy

2014 ◽  
pp. 1-19 ◽  
Author(s):  
Scott E. Hamm ◽  
Jason Drysdale ◽  
Diana Moore
Keyword(s):  
Informal Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
21St Century ◽  
Information Access ◽  
Evidence Based ◽  
Work Study ◽  
Life Tasks ◽  
Access Data

Mobile devices provide information access all the time and everywhere. The manner in which we access data has become a fulcrum of our social, vocational, and educational ethos. The developing mediums by which information is engaged are establishing themselves as a pervasive part of our ecology. People expect to be able to perform life tasks-work, study, and play-all the time and everywhere. This reality is transforming education and a 21st century pedagogy is emerging which necessitates a research-informed approach to the integration of theory and praxis. As mobility affords new and exciting ways to engender informal learning within the academy, we will explore an evidence-based pedagogy that augments, extends, and constructs learning as a result of mobility’s affordances.

scholarly journals Investigating student perceptions on effective use of smartphones for mobile learning

2019 ◽  
Author(s):  
◽  
Naicker Esavanie
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Student Perceptions ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Current Trend ◽  
Smart Devices ◽  
Successful Implementation ◽  
Effective Use ◽  
Enhance Student Learning

The current trend in educational institutions worldwide is the use of smartphones and smart devices to enhance student learning, which has many intrinsic benefits in improving students learning abilities, academic success, and engagement. The important features of education mobile applications boost student engagement through skills-oriented activities. It makes learning ubiquitous, provides access to the latest assorted learning materials, and reduces the communication barrier between students and education institutions. However, many important factors must be taken into account for the successful implementation of mobile applications by the mobile learning industry. This work investigates the factors influencing student perceptions of effective use of smartphones for mobile learning, by exploring theory of planned behaviour, technology acceptance model, expectation confirmation model, flow theory, and will, skill and tool model. A new structural model has been developed based on the factors satisfaction, continuous intention and effective use that can be applied to explain the effective use of smartphones for mobile learning. Data were collected from a survey population that represents 569 students studying at the university to validate the developed model. The technique of variance-based structural equation modelling was used for testing both the measurement and structural models to establish the full predictive power and reliability of the developed model. The results obtained are highly encouraging, giving predictive capability, reflecting that satisfaction and continuous intention to use are the most important predictors of the effective use of smartphones for mobile learning. These capabilities will enhance student learning skills to achieve better academic success through the exploration of the effective use of smartphones for mobile learning.

scholarly journals Making Mobile Learning Work: Student Perceptions and Implementation Factors

10.28945/3524 ◽  
2016 ◽  
Vol 15 ◽  
pp. 075-098
Author(s):  
Sharon W. Tabor
Keyword(s):  
Student Perceptions ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Activities ◽  
College Course ◽  
Technology Users ◽  
Course Outcomes ◽  
Work Student ◽  
Personal Devices ◽  
Disciplinary Group

Mobile devices are the constant companions of technology users of all ages. Studies show, however, that making calls is a minimal part of our engagement with today’s smart phones and that even texting has fallen off, leaving web browsing, gaming, and social media as top uses. A cross-disciplinary group of faculty at our university came together in the mLearning Scholars group to study the potential for using mobile devices for student learning. The group met bi-weekly throughout a semester and shared thoughts, ideas, resources, and examples, while experimenting with mobile learning activities in individual classes. This paper summarizes student perceptions and adoption intent for using mobile devices for learning, and discusses implementation issues for faculty in adding mobile learning to a college course. Outcomes reflect that mobile learning adoption is not a given, and students need help in using and understanding the value in using personal devices for learning activities.

ACCOMMODATING MOBILE LEARNING IN COLLEGE PROGRAMS

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jay Alden
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Text Messaging ◽  
Teaching And Learning ◽  
Discussion Board ◽  
Academic Programs ◽  
Higher Learning ◽  
College Programs ◽  
Near Future ◽  
Selected Functions

Mobile devices and applications are expected to have a significant impact on teaching and learning in the near future. Yet colleges and universities are currently facing severe budget constraints and discretionary funding is restricted for new initiatives. The question addressed in this paper is: “What strategy should an institution of higher learning with limited resources use in adapting the capabilities of mobile devices to benefit its academic programs?” To help answer this question, students were surveyed to identify their perceptions on the importance of a selected set of mobile learning functions, their experience with using those functions, their recommendation for a mobile learning adoption strategy, and information on the particular mobile devices they possess. The recommended strategy was “pick and choose special capabilities to develop” with the selected functions being (1) Receive alerts and reminders about assignments and appointments concerning the course being taken; (2) Communicate individually with faculty, an advisor, or other students using voice, email, or text messaging; (3) Post or reply to items in a poll, discussion board, or other application; and (4) Download and review lesson materials from a course being taken. Other recommendations included techniques for faculty and student support services as well as institutional policies for limiting models of mobile devices for use in courses, making online courseware for laptops and desktops the same as mobile learning courseware, and making the opportunity for mobile learning optional.

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