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.

Design Guidelines for Location-Based and Contextual Learning Supported by Mobile Devices

2012 ◽  
Vol 3 (2) ◽  
pp. 26-43 ◽  
Author(s):  
Johan Eliasson ◽  
Robert Ramberg
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Physical Environment ◽  
Interaction Design ◽  
Design Guidelines ◽  
Video Data ◽  
Human Interaction ◽  
Learning Activities ◽  
Learning Goals ◽  
Device Interaction

In location-based and contextual mobile learning, students are continually mobile in the virtual, social, and physical environment. A common problem in this view of mobile learning is that students spend time focusing on the mobile devices at the expense of interacting with other students or exploring the physical environment. The authors approach this problem from an interaction design perspective, where they design and analyse geometry-learning activities in two iterations. Based on video data from groups of students participating in the learning activities, the authors analyse when mobile devices are in the foreground and background of their interaction. The authors present six guidelines for designing location-based and contextual mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. Finally, the guidelines are evaluated using a model of interaction, which represents mobile device interaction as one of four different modes of human interaction with technology.

MobiGlam

2012 ◽  
pp. 333-352
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Open Source ◽  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Real World ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Wide Acceptance ◽  
End To End ◽  
Institutional Challenges

This chapter discusses the principles underpinning the design and the development of a framework, MobiGlam, which supports ubiquitous and scalable access to learning activities. The framework allows full end to end interconnectivity among open source virtual learning environments (VLEs) and Java-enabled mobile devices. Through this framework, interoperability and adaptivity techniques are combined to address the technical, pedagogical, and institutional challenges of mobile learning. The discussed framework achieved a level of flexibility and simplicity that resulted in a wide acceptance of the framework institutionally, allowing its use in various real world settings.

Mobile Devices as Support Rather than Distraction for Mobile Learners

2014 ◽  
pp. 61-76
Author(s):  
Johan Eliasson ◽  
Teresa Cerratto Pargman ◽  
Jalal Nouri ◽  
Daniel Spikol ◽  
Robert Ramberg
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Interaction Design ◽  
Learning Activities ◽  
Learning Goals ◽  
Physical Interaction ◽  
School Students ◽  
Face To Face ◽  
Design Perspective ◽  
Geometry Learning

This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.

Recognizing Value of Mobile Device for Learning

2015 ◽  
pp. 768-784
Author(s):  
Young Park ◽  
YongJu Jung
Keyword(s):  
Learning Environment ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Incidental Learning ◽  
Learning Activities ◽  
Learning Tool ◽  
Factors Influencing ◽  
Initial Learning ◽  
And Behavior

This study defines a mobile device as a contemporary learning tool and learning environment and focuses on the factors' influencing on users' perceptions of mobile learning and the characteristics of informal learning available for a use of mobile device for learning. The major findings are the following: First, the longer participants are engaged with mobile device, the more they will view that mobile device as valuable for learning. Next, whoever defines knowledge in a broader sense expects to use mobile devices longer time and in turn see the value of that device for learning more positively. Users' initial learning-related perception seems to influence their recognition and behavior toward mobile learning. Lastly, participants' major learning activities are self-directed while incidental learning is also meaningfully recognized. Participants' recognition of incidental learning can predict one's recognition of the value of mobile devices for learning.

Using Mobile Devices Selectively

2015 ◽  
pp. 653-664
Author(s):  
David Fuentes ◽  
Heejung An ◽  
Sandra Alon
Keyword(s):  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Theoretical Orientations ◽  
Complex Process ◽  
Technology Users ◽  
Constructivist Practices ◽  
Theoretical Considerations

The purpose of this chapter is to provide a useful framework for thinking about the integration of mobile devices into classroom practices and pedagogy. By offering a portrait of different constructivist practices and learning environments, drawing connections between theory and methods, the chapter provides teacher educators, as a well practicing teachers, with a series of theoretical considerations. These considerations, coupled with individual learning objectives, mark an avenue for novice technology users to begin the complex process of pedagogical decision-making, including the use of mobile devices into their teaching and learning. The authors offer this conceptual chapter in the hope that readers can glean a sense of how philosophical and theoretical orientations of teachers both prohibit and enable spaces for mobile learning. Moreover, they believe that when theoretical orientations of teaching do not allow space for mobile learning to take place, or do not support best practices of the use of mobile devices, the benefits may remain unrealized.

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>

MobiGlam

2010 ◽  
pp. 52-71 ◽  
Author(s):  
Fatma Meawad ◽  
Geneen Stubbs
Keyword(s):  
Open Source ◽  
Learning Environments ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Real World ◽  
Virtual Learning Environments ◽  
Learning Activities ◽  
Wide Acceptance ◽  
End To End ◽  
Institutional Challenges

This chapter discusses the principles underpinning the design and the development of a framework, MobiGlam, which supports ubiquitous and scalable access to learning activities. The framework allows full end to end interconnectivity among open source virtual learning environments (VLEs) and Java-enabled mobile devices. Through this framework, interoperability and adaptivity techniques are combined to address the technical, pedagogical, and institutional challenges of mobile learning. The discussed framework achieved a level of flexibility and simplicity that resulted in a wide acceptance of the framework institutionally, allowing its use in various real world settings.

scholarly journals THE DESIGN AND DEVELOPMENT OF MobiEko: A MOBILE EDUCATIONAL APP FOR MICROECONOMICS MODULE

2017 ◽  
Author(s):  
Mohamad Siri Muslimin ◽  
Norazah Mohd Nordin ◽  
Ahmad Zamri Mansor ◽  
Melor Md Yunus
Keyword(s):  
Instructional Design ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Application ◽  
Teaching And Learning ◽  
Visual Navigation ◽  
Instructional Design Model ◽  
Learning Activities ◽  
Design Model ◽  
Design And Development

Purpose – The purpose of this study is to presents the steps taken to produce a mobile learning application framework to learn Microeconomics for which is named “MobiEko Apps”. Mobile learning application is utilized because the framework enables seamless access between all the involved actors. The design and development of an application prototype in this study are based on the ADDIE instructional design model. Methodology – This study was conducted to develop an educational mobile application for Microeconomics by eliciting learning content and evaluating learners’ satisfaction after the use of app. The design and development of an application prototype in this study are based on the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). This approach provides educators with useful, clearly defined stages for the effective implementation of instruction. Five stages comprise the framework, each with its own distinct purpose and function in the progression of instructional design. In this study, Prototype applications that want to produce is an education material in the form of mobile application based on Android platform to support teaching and learning activities in the classroom. Findings – A systematic research framework using ADDIE (Analyze, Design, Develop, Implement, and Evaluate) approach is proposed to produce mobile application (MobiEko app) by dividing the content of the application into four main activities namely as learning menu, learning activities, assessment activities and support activities. The findings also showed that students were satisfied of the presentation design, visual, navigation and accessibility of ‘MobiEko’ application. Additionally, Mobile educational application (MobiEko) successfully performed as a knowledge transfer channel to help students and learners understand better the concepts and course contents as well as facilitated educators and students with better or more convenient ways in their teaching and learning activities. Significance – The present study has great significance to explore the roles of self-directed learning through mobile application to enhance the student’s knowledge through the development of an educational mobile application. It is expected to encourage students to carry out self-study while improving the quality of teaching and learning activities in line with the 21st century learning. The education mobile application envisioned to be applied in blended learning scenario to support instructors and students in teaching and learning, leveraging on the affordance and ownership of mobile devices as well as to facilitate the learning of Microeconomics courses on mobile devices.

Recognizing Value of Mobile Device for Learning

2014 ◽  
Vol 4 (3) ◽  
pp. 66-81 ◽  
Author(s):  
Young Park ◽  
YongJu Jung
Keyword(s):  
Learning Environment ◽  
Informal Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Device ◽  
Incidental Learning ◽  
Learning Activities ◽  
Factors Influencing ◽  
Initial Learning ◽  
And Behavior

This study defines a mobile device as a contemporary learning tool and learning environment and focuses on the factors' influencing on users' perceptions of mobile learning and the characteristics of informal learning available for a use of mobile device for learning. The major findings are the following: First, the longer participants are engaged with mobile device, the more they will view that mobile device as valuable for learning. Next, whoever defines knowledge in a broader sense expects to use mobile devices longer time and in turn see the value of that device for learning more positively. Users' initial learning-related perception seems to influence their recognition and behavior toward mobile learning. Lastly, participants' major learning activities are self-directed while incidental learning is also meaningfully recognized. Participants' recognition of incidental learning can predict one's recognition of the value of mobile devices for learning.

Use of Apps and Devices for Fostering Mobile Learning of Literacy Practices

2016 ◽  
pp. 343-370
Author(s):  
Richard Beach ◽  
Jill Castek
Keyword(s):  
College Students ◽  
Language Learning ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Information Search ◽  
Literacy Practices ◽  
Literacy Learning ◽  
Learning Activities ◽  
Policy Issues ◽  
Effective Design

Given the increased use of apps and mobile devices in the classroom, this chapter reviews research on secondary and college students' uses of educational apps employed with mobile devices in the classroom supporting mobile learning (m-learning). It focuses on research analyses of m-learning activities fostered through ubiquity/authenticity, portability, and personalization/adaptivity of apps and mobile devices fostering collaboration/interactivity, multimodality, and shared productivity. These practices serve to enhance information search and acquisition, reading digital texts, formulating and sharing responses to texts, shared productivity, and language learning. While there is some research documenting how m-learning serves to foster these literacy practices, there remains a need for further research on how effective design of m-learning activities supports literacy learning, as well as how larger economic and policy issues shape or impede effective m-learning.

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