Mobile Technology as a Learning Tool

2014 ◽  
Vol 10 (4) ◽  
pp. 1-15 ◽  
Author(s):  
Fawzi Ishtaiwa
Keyword(s):  
Quantitative Study ◽  
Mobile Technology ◽  
Learning Process ◽  
Academic Major ◽  
Learning Tool ◽  
Actual Use ◽  
Perceived Effects ◽  
The Impact ◽  
The Relationship

This study investigated students' actual use of mobile technology (MT) as a learning tool and identified their perceptions towards the effects of using MT on the learning process. It also examined the impact of students' academic major on their use and perceived effects of MT. The relationship between MT use and its effect on learning was explored as well. To this end, a quantitative study of professional diploma students' perceptions of MT was carried out. The results revealed that students use MT in a variety of ways, and they perceive it as primary valuable tools to supplement their learning. However, the nature of MT use is unpretentious in scope. The results also indicated that students' academic major significantly impacted their use and perceived effects of MT. In addition, significant correlation was found between the use and effects of MT.

Mobile Technology as a Learning Tool

2015 ◽  
pp. 845-859
Author(s):  
Fawzi Ishtaiwa
Keyword(s):  
Quantitative Study ◽  
Mobile Technology ◽  
Learning Process ◽  
Academic Major ◽  
Learning Tool ◽  
Actual Use ◽  
Perceived Effects ◽  
The Impact ◽  
The Relationship

This study investigated students' actual use of mobile technology (MT) as a learning tool and identified their perceptions towards the effects of using MT on the learning process. It also examined the impact of students' academic major on their use and perceived effects of MT. The relationship between MT use and its effect on learning was explored as well. To this end, a quantitative study of professional diploma students' perceptions of MT was carried out. The results revealed that students use MT in a variety of ways, and they perceive it as primary valuable tools to supplement their learning. However, the nature of MT use is unpretentious in scope. The results also indicated that students' academic major significantly impacted their use and perceived effects of MT. In addition, significant correlation was found between the use and effects of MT.

scholarly journals Which Mobile Learning is More Suitable on Physics Learning in Indonesian High School?

2017 ◽  
Vol 5 (1) ◽  
pp. 97 ◽  
Author(s):  
Dwi Sulisworo ◽  
Lia Yunita ◽  
Arif Komalasari
Keyword(s):  
High School ◽  
Secondary Schools ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Process ◽  
Government Policy ◽  
Literacy Teachers ◽  
School Program ◽  
Learning Tool ◽  
Physics Learning

The use of mobile learning tool has controversy in Indonesian schools. Some teachers feel that it would interfere with the learning process in the classroom, but at the same time teachers saw a lot of potential of mobile technology. The goal of this study is to observe secondary schools on facilitating students through the use of mobile learning. This research is descriptive qualitative evaluations on the assembling mobile learning in several secondary schools in several regions in Indonesia during 2014-2015. The results of this study indicate that some of the schools that have implemented mobile learning, there is a tendency that mobile learning was not in a planned and structured as a school program. Two things are important to solve this condition are the availability of government policy and increase literacy teachers in managing mobile learning application.

Integrating Mobile Learning in an Undergraduate Course

2015 ◽  
pp. 1333-1350 ◽  
Author(s):  
Fawzi Ishtaiwa
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Situated Learning ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Small Device ◽  
Technology Affordances ◽  
Research Questions ◽  
The Impact ◽  
The Relationship

This study investigated students' perceptions towards the affordances and challenges of integrating mobile learning (m-learning) into an undergraduate course. It also examined the impact of students' gender on their perceived affordances and challenges. The relationship between students' perceived affordances and perceived challenges of m-learning was also explored. Questionnaires distributed to 76 students and semi-structured interviews conducted with 17 students were used for collecting data to answer the research questions. The results revealed that students' perceptions towards the affordances of m-learning were particularly positive. They indicated that m-learning can provide an active, flexible, contextualised, and situated learning environment. However, several challenges are associated with m-learning integration. Most notable are: distraction, small device screens, plagiarism, cost, and parents' negative attitudes toward m-learning. The study also revealed that students' gender significantly impacted on the perceived affordances and challenges of m-learning. Finally, a negative significant correlation was found between mobile technology affordances and challenges.

The impact of effort-oriented epistemological beliefs on mentoring support

2015 ◽  
Vol 27 (5) ◽  
pp. 345-365 ◽  
Author(s):  
Frankie J. Weinberg ◽  
Jay P. Mulki ◽  
Melenie J. Lankau
Keyword(s):  
Learning Process ◽  
Latent Variables ◽  
Structural Equation ◽  
Psychosocial Support ◽  
Measurement Instrument ◽  
Mentoring Relationships ◽  
Critical Element ◽  
Content Type ◽  
The Impact ◽  
The Relationship

Purpose – The purpose of this paper is to examine the role of mentor beliefs about effort related to the knowledge and learning process on their extent of mentoring at work, and to determine the role that the mentor’s perception of psychological safety plays in tempering this relationship. Design/methodology/approach – This study was conducted at an 820-member organization maintenance and operations organization consisting of a number of professions in which apprenticeship-style learning is prevalent. Data collection resulted in 570 members self-identifying as having mentored a less experienced colleague. Confirmatory factor analysis was used to confirm that the measurement instrument represents one unified factor, and a structural equation modelling approach was used to assess the relationships among the study’s latent variables. Findings – Results reveal that mentors who hold sophisticated effort-oriented beliefs are more likely to offer psychosocial support to their protégés. Further, although the relationship between effort-oriented beliefs and vocational support is not significant, the mentor’s perception of a psychologically safe work environment significantly moderates both sets of relationships. Research limitations/implications – As approximately 88 per cent of respondents work in service, as opposed to administrative groups, caution should be exercised in generalizing this study’s findings to the general workforce population. Further, the present study did not differentiate mentors who identified a current or previous subordinate as their protégé from those whose protégés were not a subordinate, nor did the authors differentiate formal from informal mentoring relationships. Thus, further investigation is needed to determine whether our hypothesized relationships differ in any unique manifestations of mentoring relationships at work. Practical implications – By providing a better understanding of the relationship between effort-oriented beliefs and mentoring at work, this study may help in the design of more effective mentoring relationships and ultimately enhance knowledge management and workplace learning. Originality/value – There is no previous research that investigates how one’s cognitions about the effort associated with the knowledge and learning process, in particular, influence mentoring at work. This study provides a model for understanding and developing enhanced mentoring relationships, which are considered a critical element of organizational learning.

scholarly journals Does a Brief Suicide Prevention Gatekeeper Training Program Enhance Observed Skills?

Crisis ◽  
2010 ◽  
Vol 31 (3) ◽  
pp. 149-159 ◽  
Author(s):  
Wendi Cross ◽  
Monica M. Matthieu ◽  
DeQuincy Lezine ◽  
Kerry L. Knox
Keyword(s):  
Public Health Problem ◽  
Skills Assessment ◽  
Community Members ◽  
Gatekeeper Training ◽  
Knowledge And Attitudes ◽  
Significant Public Health Problem ◽  
Actual Use ◽  
Significant Public Health ◽  
The Impact ◽  
The Relationship

Background: Suicide is a significant public health problem worldwide that requires evidence-based prevention efforts. One approach to prevention is gatekeeper training. Gatekeeper training programs for community members have demonstrated positive changes in knowledge and attitudes about suicide. Changes in gatekeeper skills have not been well established. Aims: To assess and to predict the impact of a brief, gatekeeper training on community members’ observed skills. Methods: Participants in a community gatekeeper training were employees at US universities. 50 participants were randomly selected for skills assessment and videotaped interacting with a standardized actor prior to and following training. Tapes were reliably rated for general and suicide-specific skills. Results: Gatekeeper skills increased from pre- to posttest: 10% of participants met criteria for acceptable gatekeeper skills before training, while 54% met criteria after training. Pretraining variables did not predict increased skills. Limitations: Results do not provide conclusions about the relationship between observed gatekeeper skills and actual use of those skills in the future. Conclusions: Gatekeeper training enhances suicide-specific skills for the majority of participants. Other strategies, such as behavioral rehearsal, may be necessary to enhance skills in the remaining participants.

WHAT DOES FREQUENCY HAVE TO DO WITH GRAMMAR TEACHING?

2002 ◽  
Vol 24 (2) ◽  
pp. 199-208 ◽  
Author(s):  
Douglas Biber ◽  
Randi Reppen
Keyword(s):  
Learning Process ◽  
Real World ◽  
Corpus Linguistics ◽  
Language Use ◽  
Empirical Studies ◽  
Grammar Instruction ◽  
Materials Development ◽  
Grammar Teaching ◽  
Actual Use ◽  
The Relationship

Using frequency findings from corpus linguistics, this paper explores the relationship between the information presented in ESL-EFL materials and what is known about actual language use based on empirical studies. Three aspects of materials development for grammar instruction are discussed: the grammatical features to be included, the order of grammatical topics, and the vocabulary used to illustrate these topics. For each aspect, we show that there are often sharp contrasts between the information found in grammar materials and what learners encounter in the real world of language use. In our conclusion, we argue that a selective revision of pedagogy to reflect actual use, as shown by frequency studies, could result in radical changes that facilitate the learning process for students.

A new model for evaluating the effect of cloud computing on the e-learning development

2019 ◽  
Vol 31 (5) ◽  
pp. 324-344 ◽  
Author(s):  
Lila Rajabion ◽  
Karzan Wakil ◽  
Arshad Badfar ◽  
Mohammad Nazif ◽  
Ali Ehsani
Keyword(s):  
Cloud Computing ◽  
Learning Process ◽  
Cloud Services ◽  
Content Type ◽  
E Learning ◽  
Learning Development ◽  
Qualitative Methodologies ◽  
The Impact ◽  
The Relationship

Purpose Despite the importance of investigating the impact of cloud computing on the e-learning process, the relationship development between the two is not examined well. Thus, the main goal of this research is to assess how to improve the e-learning process by using cloud services. This paper aims to attempt to investigate the impact of cloud computing on e-learning development. Design/methodology/approach The paper is based on both quantitative and qualitative methodologies. For review-related work and statistical analysis of questionnaires, the SPSS 22 and SMART-PLS 3.2 software package are used. Findings The results from the study show that e-learning development is significantly influenced by the quality of services, cloud features, university readiness and users’ readiness. Originality/value The adoption of cloud technology within an instructional environment has the capacity of offering new opportunities for improvement and innovation for gaining knowledge of the process.

scholarly journals Asessment of evaluation of transference support and training impact on the work of nurses

2013 ◽  
Vol 21 (6) ◽  
pp. 1274-1281 ◽  
Author(s):  
Lucelia Ferreira Lima Bastos ◽  
Maria Helena Trench Ciampone ◽  
Vera Lúcia Mira
Keyword(s):  
Work Environment ◽  
Quantitative Study ◽  
Positive Impact ◽  
Situational Factors ◽  
Hospital Organization ◽  
Prevention And Treatment ◽  
Training Impact ◽  
The Impact ◽  
The Relationship ◽  
And Training

OBJECTIVES: to assess the impact of the Training Course on Prevention and Treatment of PU, in width and depth; to observe and analyze the variables of transference support of training, offered by the organization and to verify the existence of the relationship between transference support and training impact. METHODS: this was a quantitative study, in which data were collected through the application of Likert-type instruments, conducted with 75 nurses participating in a training at a hospital organization in São Paulo city. Data were analyzed statistically. RESULTS: there was a positive impact in width and depth, and the variables of transference support were strongly related to the impact, and situational factors of support were the main predictors of impact. CONCLUSION: the results pointed toward pathways to redirect the practice of instructional actions in the work environment of individuals in the study scenario and in similar situations that occur in organizations.

scholarly journals Profit contribution information’s impact on internal integration

2008 ◽  
Vol 19 (2) ◽  
pp. 38-53
Author(s):  
Scott J Grawe ◽  
Haozhe Chen ◽  
Daniel D Mattioda ◽  
Patricia J Daugherty
Keyword(s):  
Decision Making ◽  
Quantitative Study ◽  
Strategic Decisions ◽  
Information Availability ◽  
Internal Integration ◽  
Types Of Information ◽  
The Impact ◽  
The Relationship ◽  
Insight Into

An exploratory quantitative study on the relationship between profit contribution information and firm-wide internal integration is presented. Specifically, the authors examine how profit contribution information availability impacts firm-wide internal integration and, subsequently, logistics performance. This study provides greater insight into the area; only a few studies have empirically examined the impact of profit contribution information within a firm. The primary implication is that firms should utilize specific types of information, i.e. profit contribution information, for making more informed operational and strategic decisions. The paper also underscores the managerial value of using profit contribution information in decision making and planning.

Integrating Mobile Learning in an Undergraduate Course

2014 ◽  
Vol 6 (3) ◽  
pp. 1-17
Author(s):  
Fawzi Ishtaiwa
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Situated Learning ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Small Device ◽  
Technology Affordances ◽  
Research Questions ◽  
The Impact ◽  
The Relationship

This study investigated students' perceptions towards the affordances and challenges of integrating mobile learning (m-learning) into an undergraduate course. It also examined the impact of students' gender on their perceived affordances and challenges. The relationship between students' perceived affordances and perceived challenges of m-learning was also explored. Questionnaires distributed to 76 students and semi-structured interviews conducted with 17 students were used for collecting data to answer the research questions. The results revealed that students' perceptions towards the affordances of m-learning were particularly positive. They indicated that m-learning can provide an active, flexible, contextualised, and situated learning environment. However, several challenges are associated with m-learning integration. Most notable are: distraction, small device screens, plagiarism, cost, and parents' negative attitudes toward m-learning. The study also revealed that students' gender significantly impacted on the perceived affordances and challenges of m-learning. Finally, a negative significant correlation was found between mobile technology affordances and challenges.

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