Mobile Learning Technologies as a Means of Maintaining Education Delivery In Crisis Situations

2019 ◽  
Vol 15 (3) ◽  
pp. 1-10
Author(s):  
Hoda Baytiyeh
Keyword(s):  
Mobile Learning ◽  
School Administrators ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Learning Tools ◽  
School Closures ◽  
International Agencies ◽  
Proper Training ◽  
Education Delivery ◽  
The Impact

The disruption of education services during major crises poses a challenge for international agencies, governments, schools, and communities. The article demonstrates a potential role for mobile technologies in supporting continuity of education delivery during temporary school closures caused by such crises. Discussing how school administrators can reduce the impact on students, this article describes an interactive online educational environment and outlines the advantages of available mobile learning devices for this purpose. With proper training, teachers can integrate mobile learning tools in both classroom activities and out-of-classroom learning. The article will be of interest to educational policy makers and school administrators with responsibility for ensuring continued education delivery in the aftermath of major crises.

scholarly journals Mobile Learning During School Disruptions in Sub-Saharan Africa

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110148
Author(s):  
René F. Kizilcec ◽  
Maximilian Chen ◽  
Kaja K. Jasińska ◽  
Michael Madaio ◽  
Amy Ogan
Keyword(s):  
Early Literacy ◽  
Mobile Learning ◽  
National Curriculum ◽  
Text Message ◽  
Learning Technologies ◽  
Sub Saharan Africa ◽  
Formal Schooling ◽  
School Closures ◽  
Teacher Strikes ◽  
Sub Saharan

School closures due to teacher strikes or political unrest in low-resource contexts can adversely affect children’s educational outcomes and career opportunities. Phone-based educational technologies could help bridge these gaps in formal schooling, but it is unclear whether or how children and their families will use such systems during periods of disruption. We investigate two mobile learning technologies deployed in sub-Saharan Africa: a text-message-based application with lessons and quizzes adhering to the national curriculum in Kenya (N = 1.3 million), and a voice-based platform for supporting early literacy in Côte d’Ivoire (N = 236). We examine the usage and beliefs surrounding unexpected school closures in each context via system log data and interviews with families about their motivations and methods for learning during the disruption. We find that mobile learning is used as a supplement for formal and informal schooling during disruptions with equivalent or higher intensity, as parents feel responsible to ensure continuity in schooling.

scholarly journals Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

2021 ◽  
Vol 15 (15) ◽  
pp. 20
Author(s):  
Elena Dolzhich ◽  
Svetlana Dmitrichenkova ◽  
Mona Kamal Ibrahim
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Foreign Language ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Online Survey ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Foreign Languages ◽  
Learning Technology

<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data.  The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

scholarly journals Mobile Learning Technologies

2018 ◽  
Vol 7 (3) ◽  
pp. 298
Author(s):  
Khalil Alsaadat
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Technological Development ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
University Campuses ◽  
Learning And Teaching ◽  
The World ◽  
Good Environment

<p>Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobile learning technologies that are being used for educational purposes and the effect they have on teaching and learning methods.</p>

Wamda

2019 ◽  
pp. 203-226
Author(s):  
Athra Sultan Alawani
Keyword(s):  
Social Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Arab World ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Smart Systems ◽  
Learning Platform ◽  
Teachers Professional Development ◽  
Smart Mobile

Teachers' professional development programs need to be reconsidered to meet their expectations in the new digital era. Thus, there is need to consider the importance of offering mobile, informal, and social learning in the workplace through smart utilization of the emerging mobile technologies. This chapter introduces the features of an innovative mobile and social learning platform, which aims at improving teachers' performance in the UAE and the Arab world by promoting knowledge and skill through better integration of ICT in the teaching and learning process and better adoption of learner-centric learning. A smart mobile learning platform called “Wamda” is providing micro-courses that are relevant to the curriculum, experiential, and immersive. It is designed to utilize the power of mobile learning technologies, artificial intelligence techniques, and social networking approach. Through this chapter, the critical pedagogical and technical aspects of creating a smart mobile learning environment were elaborated and checked against a list of attributes of smart systems.

Empirical Research on Learners’ Thoughts About the Impact of Mobile Technology on Learning

2011 ◽  
Vol 3 (1) ◽  
pp. 73-88 ◽  
Author(s):  
Gábor Kismihók ◽  
Réka Vas
Keyword(s):  
Empirical Research ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Research Study ◽  
Content Delivery ◽  
Learning Technologies ◽  
European Countries ◽  
Positive Attitudes ◽  
Technical Issues ◽  
The Impact

Mobile learning is gaining attention in Europe. Researchers are examining both pedagogical and technical issues regarding mobilized content delivery; however, little is known about current learners’ thoughts toward mobile learning. In this article, based on an empirical research study, the authors show what learners think about mobile learning and related learning technologies. Data consisting of 300 learners’ thoughts and experiences in connection with mobile learning (living in five different European countries) have been gathered and analysed. Results indicate that current positive attitudes toward mobile learning may be negatively influenced by experience, if previous patterns with other learning technologies are repeated.

Reflections on Distributive Leadership for Work-Based Mobile Learning of Canadian Registered Nurses

2017 ◽  
Vol 9 (3) ◽  
pp. 1-11 ◽  
Author(s):  
Dorothy (Willy) Fahlman
Keyword(s):  
Registered Nurses ◽  
Mobile Learning ◽  
Continuing Professional Development ◽  
Mobile Technologies ◽  
Leadership Strategies ◽  
Distributive Leadership ◽  
Learning Tools ◽  
Healthcare Organizations ◽  
Work Settings ◽  
Canadian Healthcare

The ubiquity, flexibility, and accessibility of mobile devices can transform how registered nurses in Canada learn beyond the confines of traditional education/training boundaries in their work settings. Many Canadian registered nurses have actively embraced mobile technologies for their work-based learning to meet their competency requirements for professional nursing practice. As self-directed learners, they are using these learning tools at point-of-need to access rich online healthcare resources, collaborate, and share information within their communities of practices. Yet, paradoxically, there are Canadian healthcare organizations that have not embraced work-based mobile learning and their contextual factors constrain and/or impede registered nurses' learning. Therefore, the goal of this reflective paper is to stimulate discussion on distributive leadership strategies for embedding this pedagogical mode of learning into Canadian healthcare workplaces for registered nurses' ongoing skills and continuing professional development.

scholarly journals Early Investigation of the Impact of Mobile Learning Ethics Student-Generated Activities for STEM Subjects in a Local Malaysian University Context

2020 ◽  
Vol 14 (05) ◽  
pp. 210
Author(s):  
Shamsul Arrieya Ariffin ◽  
Christian Glahn ◽  
Muh Anshar ◽  
Faiz Daud ◽  
Tee Tze Kiong ◽  
...  
Keyword(s):  
Mobile Learning ◽  
Mobile Technology ◽  
Mobile Technologies ◽  
Local Context ◽  
Early Investigation ◽  
The Impact

Mobile learning is fairly new in the local context, particularly for STEM subjects in Malaysia universities. However, this raises the issue of the ethics of mobile technology. With the advancement of mobile technologies few studies have been conducted for mobile ethics in student-generated activities. The aim of this research is to investigate the impact of mobile learning student-generated activities ethics in Malaysia. The methodology used in this research is largely qualitative with students from a local university in Malaysia. This novel study developed early themes that sign post factors for mobile ethics in student-generated activities in a Malaysian university context for STEM subjects.

Leveraging Mobile Technologies to Support Active Learning for All Students

2019 ◽  
pp. 302-326
Author(s):  
Jennifer L. Gallup ◽  
Beverly B. Ray ◽  
Cory A. Bennett
Keyword(s):  
Executive Function ◽  
Active Learning ◽  
Knowledge Acquisition ◽  
Mobile Learning ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Mobile Technologies ◽  
Learning Tools ◽  
Design For Learning ◽  
Barriers To Use

This chapter explores the use of smartphones, a category of mobile learning, as learning devices that align well with tenets of universal design for learning (UDL). The theoretical foundation for this use is explored along with pertinent research. The chapter continues with an exploration of specific apps that reflect the tenets of UDL even as they promote learning, specifically executive function, collaboration, and knowledge acquisition and expression. Guidelines for select and successfully using apps as learning tools are provided along with a discussion of barriers to use. Recommendations for use, including actionable ideas for integration, are provided.

Integrating Digital/Mobile Learning Strategies With Students in the Classroom at the Historical Black College/University (HBCU)

2018 ◽  
pp. 390-408 ◽  
Author(s):  
Audrey McCrary Quarles ◽  
Cassandra Sligh Conway ◽  
Stanley Melton Harris ◽  
James Edward Osler II ◽  
Leslie Rech
Keyword(s):  
Learning Strategies ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Mobile Technologies ◽  
Millennial Students ◽  
Innovative Strategies ◽  
Global Impact ◽  
Discipline Area

Today's digital classroom must include contemporary learning strategies to interest the millennial students. Students are learning the latest digital/mobile technologies daily. Likewise, the professors must keep up with students and encourage universities to invest in digital technologies. Without this, how can students be ready for the working world and the global impact of education? Of course, this is not a question to answer right now; however, educators must take it serious in preparing students for the competitive workforce. Faculty must stay current with the latest digital/mobile technology and seek innovative strategies to keep abreast of research within the discipline area. This chapter's purpose is to: 1) examine authors' perception of digital/mobile learning technologies at HBCUs; 2) examine research on digital/mobile technology in classrooms; 3) discuss teaching and learning strategies that can impact the digital/mobile learning environment; and 4) note the global impact of learning strategies in classrooms.

Designing Learning Activities with Mobile Technologies

2009 ◽  
pp. 1-20 ◽  
Author(s):  
Hokyoung Ryu
Keyword(s):  
Mobile Learning ◽  
Situated Learning ◽  
Learning Experience ◽  
Learning Technologies ◽  
Learning Activities ◽  
Mobile Technologies ◽  
Experience Design ◽  
Learning Spaces ◽  
Per Se

This introductory chapter focuses not so much on mobile learning technologies per se, but rather on a theoretical foundation and its pragmatic application to designing learning activities with mobile technologies. It sets out three learning spaces that are explicitly considered in the book: individual, collaborative, and situated learning. On these differing learning spaces, we begin by proposing the essential factors in effective mobile learning experience design that should be addressed by different features or functions of the relevant learning activities. In turn, derived is a conceptual framework to provide systematic support for mobile learning expererience design. This chapter concludes by surveying the mobile learning systems included in this book, reviewing their differing learning activities within context of the framework. We hope that this analysis will help to expose the key qualities and features that can support the future development of increasingly effective mobile learning applications.

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