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1 – 10 of over 1000Buddhini Gayathri Jayatilleke, Gaya R. Ranawaka, Chamali Wijesekera and Malinda C.B. Kumarasinha
The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research.
Abstract
Purpose
The purpose of this paper is to illustrate the development and testing of an innovative mobile application using design-based research.
Design/methodology/approach
This paper reports on the process of transformation of existing printed course material into digitized content through design-based research where design, research and practice were concurrently applied through several iterations of the mobile application. For this transformation, one session each from BSc in Nursing, Bachelor of Pharmacy and Bachelor of Medical Laboratory Sciences was selected. In the first phase of the design-based research, the main research question was formulated. In the second phase, a mobile learning application (OUSL MLearn) was designed and developed to address the research question. In the third phase, this application was evaluated by five groups of stakeholders: content experts to validate the content; educational technologists to check the alignment of technical and pedagogical features; novice users to check the overall effectiveness of the application; developer to develop the application, to check the ease of usage; and researchers to identify the impact of this innovation. These stakeholders were closely involved throughout the whole process which lasted over a period of four months. At the end of this development phase, the results were reflected upon and used for further enrichment.
Findings
It was observed that the developed mobile application was accessible, appealing and pedagogically constructive for users. However, optimization, development time, technical and organizational issues, workload of academics and production costs were identified as major challenges.
Research limitations/implications
This study was based on the findings of a small sample of potential users.
Practical implications
The findings have implications for designing culturally adaptive interactive mobile applications.
Originality/value
This study will benefit practitioners to design culturally sensitive mobile learning courses and researchers to conduct design-based research.
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Najat AlSaied and Fokiya Akhtar
A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional…
Abstract
Purpose
A variety of alternate technology-enhanced teaching approaches are now available to university students to broaden their learning experiences and complement conventional face-to-face teaching. This paper aims to outline a study conducted at an English Medium Instruction (EMI) University in the Arabian Gulf where students were studying media. The study explored an innovative teaching approach that sought to enhance the students’ interaction with mobile phone applications as part of their learning experiences during the course.
Design/methodology/approach
The focus of the study was on enhancing the students’ English writing skills such as vocabulary, spelling and grammar and on improving their technical skills such as in video production. The study collected both quantitative and qualitative data.
Findings
The results indicated that mobile phone applications were helpful in improving students’ journalistic writing skills where they had a good level of proficiency in English, more so than students with poor English who are more dependent on traditional learning methods. Students also benefitted from mobile phone video production workshops that were intensive and creative. Based on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.
Originality/value
wBased on the results of this study, it is recommended that courses and labs in media courses have skilled technicians that can train students in creative mobile phone video production while faculty members need to be trained and proactively encouraged to use mobile phones for teaching and learning purposes.
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Shadia Salah Salem and Amaal Abdulqader Basaffar
The purpose of this study is to present a training system on smart phones to develop fashion and textile concepts among the female students with severe hearing impairment and then…
Abstract
Purpose
The purpose of this study is to present a training system on smart phones to develop fashion and textile concepts among the female students with severe hearing impairment and then to determine the effectiveness of the training system in developing fashion and textile concepts among the female students with severe hearing impairment.
Design/methodology/approach
The analytical descriptive methodology and experimental methodology were used to examine the training system in developing fashion and textile concepts among the female students with severe hearing impairment.
Findings
The findings of this study indicate that the training system on smart phones was effective in developing fashion and textile concepts among the female students with severe hearing impairment.
Research limitations/implications
This study has some limitations such as limited sample size, lack of control group and lack of long-term.
Practical implications
This study provides practical implications for educators, researchers and practitioners in terms of using smart phone applications in educational processes for people with disabilities.
Social implications
This study has social implications for people with disabilities as it provides them with access to education through smart phone applications which can help them develop their skills in fashion and textile design.
Originality/value
This study presents an original model of a training system on smart phones for developing fashion and textile concepts among the female students with severe hearing impairment, which can be used as a reference for other studies related to this field.
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Eva Schmidthaler, Corinna Hörmann, Marina Rottenhofer, Barbara Sabitzer and Zsolt Lavicza
This research paper aims to provide information about certified learning apps for biological education and gave an ordered list of all learning apps currently used by Austrian…
Abstract
Purpose
This research paper aims to provide information about certified learning apps for biological education and gave an ordered list of all learning apps currently used by Austrian biology teachers in the classroom, which should serve as an overview for all biology teachers. In addition, the (currently little known) certification process of learning apps (seal of quality for educational applications) is described.
Design/methodology/approach
Online questionnaire for all biology teachers throughout Austria, on the one hand to find out the apps, and on the other hand to research how Austrian teachers find suitable apps. The data were evaluated using descriptive statistics.
Findings
A total of84 different learning apps are currently used by biology teachers in Austria. There are two certified lernapps in Austria, both are used. The most common app in biology lessons is “Anton”. The teachers find the information about apps throughout their own research or through colleagues. There are regional and school-specific differences in regards of usage and knowledge about seal of quality. It needs its own teacher training (TT) via suitable learning apps, because problems (data protection, advertising) are sometimes not taken into account during use.
Research limitations/implications
Limitations of this paper are that some of the teachers indicated the apps from other subjects (mathematics) to use this learning app, although this is not possible for biology lessons. Data protection was stated to the best of the authors’ knowledge by the authors, if the authors were not sure it says “unsure”. The participants are mainly women, but this corresponds to the gender ratio, which is typical of the Austrian teaching profession.
Practical implications
The overview of the apps, compiled by this Austria-wide research, can be taken over into the biology lessons of all teachers. In addition, on the basis of this study, a TT at the University of Education 2023 in Linz was created. In addition, the (currently little known) certification process of learning apps is described.
Social implications
The TT and the overview of the learning apps used serve as guidelines for teachers as to which apps they can use in biology lessons without hesitation. Above all, the aspect of the follow-up of digital media/apps will be emphasized. Data backup, inappropriate advertising must be processed in class or completely omitted. Biology teachers need the right training (TT) and appropriate materials and tools (apps) to reduce problems (cybercrimes).
Originality/value
Currently, there is no prepared list of suitable (certified and uncertified) learning apps for biology lessons. There are isolated recommendations and individual apps, but the selection criteria and backgrounds of the authors are not clear. This list shows which apps (how often) are used by which teachers. In addition, the (currently little known) certification process of learning apps is described.
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Bargavi Ravichandran and Kavitha Shanmugam
This conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption…
Abstract
Purpose
This conceptual study investigates the adoption of education technology (EdTech) products among college students, focusing on identifying the key factors influencing the adoption process within educational institutions. Technology integration in education has rapidly gained prominence, with EdTech offering innovative solutions to enhance teaching and learning experiences. However, understanding the determinants that affect EdTech adoption remains critical for its successful implementation and impact. This paper aims (1) to identify the factors influencing the adoption of EdTech by college students (2) to create a conceptual model that shows the connections between the elements that lead to college students adopting EdTech.
Design/methodology/approach
The research employed a mixed-methods approach, combining qualitative data analysis and conceptual modeling to achieve the objectives. The underlying knowledge required to create a qualitative data gathering tool was obtained through a thorough literature analysis on innovation dissemination, educational psychology and technology adoption. College students, teachers and administrators participated in semi-structured interviews, focus groups and surveys to provide detailed perspectives on their attitudes about and experiences with EdTech. The Scopus and Web of Science databases are searched for relevant information in an organized manner in order to determine the factors influencing the adoption of EdTech. Second, an extended version of the technology adoption model is adopted to develop a qualitative data-based conceptual framework to analyze EdTech adoption in the Indian context.
Findings
Overall, by highlighting the critical components that emotionally influence college students' adoption of EdTech products in educational institutions, this course adds to the body of information already in existence. The conceptual framework model serves as a roadmap for educational stakeholders seeking to leverage EdTech effectively to enrich the learning environment and improve educational outcomes. By recognizing the significance of the identified factors, academic institutions can make informed decisions to foster a climate conducive to successful EdTech integration.
Research limitations/implications
A comprehensive conceptual framework model was developed based on qualitative data analysis to illustrate the interrelationships between the identified factors influencing EdTech adoption. This model presents a valuable tool for educational institutions, policymakers and EdTech developers to comprehend the complex dynamics of implementing these technological solutions.
Originality/value
The findings of this study demonstrated a number of important variables that affect the uptake of EdTech products in educational settings. These factors encompassed technological infrastructure, ease of use, perceived usefulness, compatibility with existing academic practices, institutional support, financial constraints and individual attitudes towards technology. Additionally, the research explored the significance of institutional preparation for embracing technological advancements as well as the influence of socio-cultural elements.
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Eda Atasoy, Harun Bozna, Abdulvahap Sönmez, Ayşe Aydın Akkurt, Gamze Tuna Büyükköse and Mehmet Fırat
This study aims to investigate the futuristic visions of PhD students at Distance Education department of Anadolu University on the use of learning analytics (LA) and mobile…
Abstract
Purpose
This study aims to investigate the futuristic visions of PhD students at Distance Education department of Anadolu University on the use of learning analytics (LA) and mobile technologies together.
Design/methodology/approach
This qualitative research study, designed in the single cross-section model, aimed to reveal futuristic visions of PhD students on the use of LA in mobile learning. In this respect, SCAMPER method, which is also known as a focused brainstorming technique, was used to collect data.
Findings
The findings of the study revealed that the use of LA in mobile can solve everyday problems ranging from health to education, enable personalized learning for each learner, offer a new type of evaluation and assessment and allow continuous feedback and feedforwards; yet this situation can also arise some ethical concerns since the big data collected can threaten the learners by interfering with their privacy, reaching their subconscious and manipulating them as well as the whole society by wars, mind games, political games, dictation and loss of humanity.
Research limitations/implications
The research is limited with the views of six participants. Also, the sample of the study is homogeneous in terms of their backgrounds – their age range, their departments as PhD students and their fields of expertise.
Practical implications
The positive perceptions of PhD students provide a ground for the active use of LA in mobile. Further, big data collected through LA can help educators and system makers to identify patterns which will enable tailored education for all. Also, use of LA in mobile learning may stimulate the development of a new education system including a new type of evaluation and assessment and continuous feedback and feedforwards.
Originality/value
The widespread use of mobile technologies opens new possibilities for LA in the future. The originality of this research comes from its focus on this critical point.
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This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in…
Abstract
Purpose
This paper aims to examine students’ perception, views and opinions about the usage of mobile phones in an educational setting in a higher education institution located in Jamaica. The results of these findings were used to gain insights and to assist education policymakers in adopting most suitable approaches to integrating mobile technology in learning.
Design/methodology/approach
A survey approach was used for this study. A total of 145 students participated in the study using structured questionnaire design containing 14 questions.
Findings
The results indicated an overall positive student perception toward cell phones usage as a learning tool and integrating cell phones into learning activities. Students were keen on its usage as a social connectivity and collaborative tool, which they can use for flexible and personalized learning activities.
Originality/value
Less research has been done in Caribbean and developing countries in analyzing student perception toward using cell phones for learning purposes. This research provides insights in developing policies to assist with the integration of mobile phone technology in learning and how institutions can respond to the advent of advancing mobile technology.
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