Search results

This study examines the antecedents and outcomes of using mobile fintech applications, including mobile banking, mobile payments, mobile transfer and mobile financial money management tools.

This paper examines the antecedents (i.e. financial education and financial literacy) and outcomes (i.e. desirable financial behaviors and financial well-being) of the utilization of mobile fintech. Using data from the 2018 National Financial Capability Study and structural equation modeling techniques, this study provides empirical evidence to show significant direct and indirect relationships among these factors.

The structural equation modeling results revealed that financial education was positively associated with both financial literacy and mobile fintech utilization. Interestingly, financial literacy was negatively associated with mobile fintech utilization and served as a negative mediator between financial education and mobile fintech utilization, while it positively correlated with desirable financial behaviors, enhancing financial well-being. Utilization of mobile fintech was negatively associated with desirable financial behaviors and indirectly and negatively associated with financial well-being. The alternative model highlighted a direct and negative association between mobile fintech usage and financial well-being, and a direct positive association between financial literacy and financial well-being.

This study makes contributions to the literature on financial well-being by examining pathways of antecedents and outcomes of mobile fintech utilization. The findings provide new insights into the rapid evolution of mobile fintech innovations and provide important policy and practical implications.

This study aims to investigate contemporary mobile learning practices in teacher education, exploring the following research question: how are teacher educators exploiting the pedagogical features of mobile learning?

The study uses data from an online survey that elicited information about how 46 teacher educator participants were using distinctive mobile pedagogical features (Personalisation, Authenticity and Collaboration) in their mobile learning practices. It uses the iPAC theoretical framework to analyse the data collected.

Findings indicated high self-ratings of authenticity, and positive perceptions of collaborative sharing (Collaboration construct), often involving generative tasks that required use of creative, media production mobile applications. There were weaker perceptions of personalisation and online conversation (Collaboration construct). In light of these findings, we discuss implications for teacher education and recommend future directions for research and development.

This study underlines our contention that teacher educators struggle to exploit the entire range of mobile pedagogical approaches. The findings suggest that teacher educators are cautiously exploring the potential for online collaboration mediated through mobile devices, but have not yet fully grasped the opportunities to design tasks which exploit (and model) the personalised nature of m-learning. The limitations of the study include the size of the sample (46), its self-selected nature and its bias towards Australian and the UK respondents.

In response to the issues raised in this paper, the authors are developing a mobile learning toolkit (www.mobilelearningtoolkit.com) for teacher educators.

There is a scarcity of m-learning studies in teacher education exploring pedagogical insights, and the views of teacher educators themselves are often absent.

The purpose of this paper is to challenge higher education professors and institutions to consider their role and practice in light of the changing landscape of higher education. It draws attention to the substantial changes taking place in society due to the technological and related knowledge revolution and questions the value of the current paradigm of educational practice.

This conceptual paper utilises a sociological lens to explore the future of higher education learning and teaching. It draws on a range of literature to focus on the concepts of mobile education and mobile knowledge and explores these concepts in relation to the role and function of the professor and the university and the implication for pedagogy, curriculum design and teaching practice.

While changes in higher education are taking place, they are largely within the current paradigm. With knowledge freely available via technology, the university is no longer the primary holder of knowledge and students are less likely to engage in content delivery styles of education. It is time therefore to consider the shape of education in a new mobile knowledge paradigm.

This paper draws on a range of existing literature from several fields to highlight the need for a new paradigm in higher education pedagogy.

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn. This chapter provides review of mobile learning with a particular focus on learning design. First various definitions and characteristics of mobile learning are examined in order to establish a common understanding of its boundaries and meaning. Example uses of mobile learning in schools and higher education are described as a way to provide a more concrete understanding of design possibilities. Benefits of mobile learning are unpacked, as distilled from the literature, including the ability to provide flexible, accessible, authentic, personalized, ubiquitous and seamless learning. Mobile learning issues are also examined, including technical problems, cognitive load issues, distraction, equity and safety. A primary school science and a university pre-service teacher education vignette are described so as to offer a more in-depth illustration of what mobile learning can look like and achieve in practice. Finally, mobile learning research findings and observations are synthesized into recommendations, to inform and guide evidence-based mobile learning design practices. Opportunities for future research and investigation are also discussed.

The purpose of the paper is to investigate the current habits of distance learners in higher education (HE) regarding information access and mobile device use, and their attitudes for future changes to their habits.

Distance learning students were surveyed to determine their information access habits, mobile device use, and attitudes towards future changes. A survey was e‐mailed to approximately 1,500 distance learners at Robert Gordon University (Aberdeen) as well as an online survey being publicised in the student newsletter, which all students receive. Four weeks were allowed for responses and the survey was highlighted in the newsletter a week after being e‐mailed; 62 responses were received.

While books and journals were accessed primarily in print, respondents wanted to use them electronically in future; all other learning materials were already available electronically. Laptops and desktops are the main devices for accessing information and, despite most respondents owning a mobile phone and almost half having an mp3 player, remarkably few respondents expressed a desire to use other mobile devices in the future. Reasons range from technological specifications to compatibility of material; furthermore, almost half of respondents have bought or would buy mobile devices for education.

The paper provides empirical evidence for understanding the attitudes of distance learners towards academic library service provision using mobile devices. This research will assist libraries in planning future changes to the delivery of their services.

The current body of literature lacks direct quantitative feedback from students on their information habits and how they would like to access information in the future. The paper fills some of the gaps.

The purpose of this paper is to evaluate the implementation of mobile learning in a nursing course at The Open University of Hong Kong, and identify the potentials of, and constraints on, introducing mobile technologies in the instructional design of nursing education. The paper also considers the pedagogical implications of the expansion of mobile learning in the field of nursing.

The research adopts a qualitative approach to obtain the students’ and teacher’s experiences, opinions, and expectations on mobile learning. Two focus groups with 20 student participants were conducted and an in-depth interview with the course teacher was arranged. The Framework for the Rational Analysis of Mobile Education (FRAME) model was used as the research framework to support data collection and analysis.

The aspects of device usability, interaction learning, and social technology as suggested in the FRAME model were partly fulfilled in the study. Mobile technology enhanced the portability and accessibility of learning information, and networking tools facilitated interaction among students and between students and the teacher. However, the readability of text was limited due to constraints on the user interface and screen size, and concerns over the reliability of learning content were also raised, given the abundance of unfiltered online information. The difficulty in updating the content of multimedia materials and sourcing videos of an appropriate level, together with the problem of device networking, also limited the usefulness of mobile learning. Attention should also be paid to the perceptual differences between students and the teacher on the nature and functions of mobile learning.

This empirical study provides a detailed evaluation of the delivery of mobile learning in a nursing course. The findings reveal the strengths and limitations of using mobile technologies to support the nursing education.

This study aims to determine the influence of Mobile learning (M-learning) technologies based on the gender orientation of vocational education construction trade trainees in Pakistan. Additionally, it explores the challenges associated with integrating M-learning technologies in vocational institutions of civil engineering. Further, this study will focus on the solutions to improve the accessibility of M-learning technologies after the pandemic.

A quantitative method with a survey research design has been adopted in this study. In contrast, the target population was the trainees of vocational education institutions of civil engineering in Pakistan. Further, the data was collected using an adapted survey tool with a five-point Likert scale. Similarly, the data were analyzed through SPSS 27 software tool by using descriptive and inferential statistics.

The study's findings highlighted a positive influence of M-learning technologies based on the gender orientation of construction trade trainees from vocational institutions. Similarly, it is also specified that the challenges vocational trainees of the construction trade have faced while utilizing M-learning technologies were related. Hence, it is evident that the potential challenges of M-learning technologies integration and utilization are related to both gender orientations during a postpandemic situation in Pakistan.

In the Pakistani context, the M-learning technologies approach is recently introduced in the vocational education sector. Therefore, the utilization and integration of M-learning technologies are considered challenging tasks in the context. In this regard, this study helps to understand the acceptance, challenges and impact of M-learning technologies based on gender orientation among vocational institutions trainees of construction trade in Pakistan.

This study not only refers to the impact of M-learning technologies and their challenges but also highlights the current situation of M-learning in Pakistan, particularly construction engineering trainees in vocational education institutes.

The University of South Africa (Unisa), as a distance education institution, is continuously challenged to lessen the negative impact distance has on students’ learning. The effective use of technologies affords distance education institutions with valuable opportunities to enhance teaching and support students’ learning. Using online technologies in the context of a developing country like South Africa often remains unrealised because of the persistent impact of lack of access, bandwidth and cost to students. Most students, however, have mobile phones, thus creating an ideal opportunity for distance education institutions to increase the effectiveness of learning. This article investigated students’ responses to a pilot study aimed at integrating short message systems (SMSs) into the study experience of accounting students at Unisa. This research found that students overwhelmingly experienced this initiative not only as support but also more importantly as assistance to enable them to study more effectively. On the basis of the evidence provided, it is evident that using mobile technology can enhance the learning experience of accounting students and provide them with a more satisfying and successful experience.

New mobile platforms, connected seamlessly to the Internet via wireless access, become increasingly more powerful as each day passes. Smartphones and tablet computers, as well as other ultraportable devices, have already gained enough critical mass to be considered mainstream devices, being present in the daily lives of millions of higher education students. Whole firms, devoted solely to developing high-quality and high engagement content to these devices, have emerged, populating an application market of thousands of teaching applications (apps) focused on diverse higher education topics, from physics and calculus to anatomy and law. Many universities throughout the world have already adopted or are planning to adopt mobile technologies in many of their courses as a better way to connect students with the subjects they are studying. These new mobile platforms allow students to access content anywhere/anytime to immerse himself/herself into that content (alone or interacting with teachers or colleagues via web communication forms) and to interact with that content in ways that were not previously possible (via touch and voice recognition technologies, for instance). The study of such technologies and their possible uses for higher education, as well as the impacts they can have on stimulating more active participation and engagement with the course subjects and research in higher education, while at the same time fostering collaboration among students and even different institutions, is the goal of the proposed chapter. Through the evaluation of the teacher/student acceptance and adoption of such mobile technologies, this chapter plans to provide a thorough overview of the possibilities and consequences of mobile learning in higher education environments as a gateway to ubiquitous learning – perhaps the ultimate form of learner engagement, since it allows the student to learn, access and interact with important content in any way or at any time or place she/he might want.