Search results

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 this paper is to review mobility-oriented criteria that inform the on-the-move use of digital technology. It addresses aspects of mobile technology-enhancement learning and the perceived differences between mobile lecturers and mobile learners in a higher education (HE) context in an Architectural Technology domain.

A review of literature comprising journal and peer-reviewed conference papers, books and e-articles published between 2009 and 2016 was conducted. The review was supplemented by the administration among facilitating lecturers (n=3) and a cohort of undergraduate students (n=14) of custom-designed survey questionnaires, comprising open-ended and closed items. Qualitative analysis via ATLAS.ti of literature sources and questionnaire-based feedback led to a theoretically grounded codebook enhanced by empirically based items.

Qualitative analysis of literature sources and respondent feedback produced guidelines for mobility in HE environments and led to a set of 32 criteria grouped pragmatically in six themes, namely: mobile technology; stakeholder outlook; effectiveness; facilitation; capability and interactivity. Furthermore, perceived differences between mobile lecturers and mobile students emerged and informed institutional decisions regarding mobility in educational contexts.

The study was limited in the following ways: although the all facilitating lecturers (3) and the enroled cohort of students (14) was selected, this sample is small. The institutional comprises several campuses, faculties and departments covering a wide spectrum of domains. However, the study was purposively and conveniently limited to a single innovative and blended, undergraduate Architectural Technology programme. Face-to-face interviews were not feasible limiting primary data collection to online survey questionnaires; and finally, the study was not longitudinal but designed to be based on a “slice in time” context.

Strategic, tactical, and operational stakeholders such as institutional leadership; administrators; courseware designers; lecturers; and students benefit from this study.

This study contributes to the body of knowledge by speaking to capabilities of mobile technology in a digital milieu. It guides practical mobility considerations in HE environments and supports competitive advantage decision-making. The paper establishes awareness of mobility differences between mobile lecturers and mobile students thus highlighting concepts associated with the ad hoc use of mobile technology among HE stakeholders.

This chapter reports on an ethnographic case study of how a group of elementary school teachers designed technology enhanced learning with mobile technology (e.g. notebooks, tablet computers and mobile phones) to facilitate students’ development of literacy and twenty-first century competencies. These teachers designed the school’s literacy pedagogical approach, leveraging the use of technology, namely digital storytelling. The school in this case study is one of the eight Future Schools in Singapore under the FutureSchools@Singapore program. The school has been providing one-to-one mobile computing learning devices and wireless Internet access for its students. The introduction of technology in the classroom makes it possible for twenty-first century competencies to be integrated into literacy development. The conversational framework is used as a framework to examine how the design of the digital storytelling pedagogical approach brings about the various teaching–learning activities – acquisition, inquiry, practice, production, discussion and collaboration. The use of digital storytelling as an approach to integrate information communication technology (ICT) into the classroom has not only modified how ICT is being used in the school, it has redefined how ICT could be used to engage young learners. It has fundamentally transformed conventional storytelling with the use of current state-of-the-shelf (i.e. easily and widely available) technologies. This case study also outlines the processes involved in improving the design of digital storytelling over the years by the teachers. The ecosystem of the school is also taken into consideration and described in detail. Findings suggest the importance of the collaborative efforts of the teachers in the continuous improvements made to this design. The adoption of a learning design framework, such as the one used in this study, can be beneficial to ensure a systematic approach to the design of learning. In addition, the availability of technological infrastructure and computing devices are necessary for the seamless use of technology in the classroom. The just-in-time learning approach is adopted for students to learn technology as they are developing their digital stories.

The purpose of this paper is to investigate an area of growing importance that is widely recognised in the literature relating to the issue of how to improve ways that assessments and feedback are provided to students within higher education. This paper reports on a study that aimed to explore the views of both educators (n=70) and students (n=540) on feedback and feed-forward at a UK university. The study also investigated their experience and attitudes to social media applications as a means of enhancing access to feedback within the context of mobile learning.

The research approach adopted in this study predominately conforms to a quantitative research design though embeds elements of qualitative research via a “mixed methods” approach. The overall methodology of the paper adheres to an exploratory case study in a higher education environment to identify various issues and approaches that could be addressed or enhanced to aid ways that assessments and feedback are disseminated to students within higher education.

Participants’ views were sought in relation to students receiving learning materials, as well as feedback from tutors directly to their smartphones and mobile devices. In addition, the study explored possible reasons for students not wanting to use social media and mobile devices for their learning and feedback. Overall, the results indicated a positive attitude on the part of educators and students to using mobile devices and social media applications for teaching and learning purposes.

The case study presented in this paper draws on findings from one higher educational institution. Further research is required to determine the generalisability of the findings to allow comparison of the findings to be undertaken within other higher education institutions.

The originality of the paper is that it provides detailed empirical evidence and findings that provide several important implications in relation to enhancing the student learning experience and providing considerable improvements to the way that feedback is provided that make it more likely that students will take more notice to feedback and act upon it. This in turn enables educators to better plan and manage their teaching and student experience online and through students’ mobile devices. The value of this study is that it explores views of both educators and students, whereas many other previous studies tend to focus on the views of either educators or students.

The purpose of this study is to recommend the university authorities to build better teaching-learning environment for its students to use variables and multiple note-taking methods in class for best results fundamental in each method.

The study is a case study that follows a ‘problem-driven’ approach concerned specifically with providing practical solutions to real-world problems. A sample size of 320 respondents was obtained, in which 300 were university students selected from the first, second and third years of study and 20 were professors.

This case study made it very obvious to all that mobile phone note-taking is a regular practice among students at Bankura University. At the same time, the study also reveals that the practice does not significantly differ based on students’ sex.

Based on the findings, the study recommends for the need to educate students on the importance of paper and pencil note-taking method so that they do not fall prey to such risks. A befitting environment should be created so that students can use various methods of note-taking in classrooms avoiding their negative impacts.

It has a wide implication in the modern age where cutting-edge technologies are shaping our course actions every day. We cannot keep ourselves from this technological association and our mobile phones have become our friend, philosopher and guide. In this scenario, this study bears a big implication in itself.

This study is based on the authors’ ground study and is purely original and unique in the true sense.

The purpose of this paper is to document and analyse the author's first two years of developing a pedagogy that meaningfully incorporates the content creation and social collaboration functions of digital technologies.

This paper uses self‐study methodology to describe, interpret, and challenge excerpts from the author's teaching journal to develop warranted assertions for how and why digital technologies are used in particular ways during undergraduate and graduate level courses.

One finding of the paper is the relative ease with which the author slipped into a comfort zone of using digital technologies in rather superficial ways, since the major hurdle of ubiquitous access that he had previously encountered was removed due to the fact he was now teaching at a mobile‐enabled institution. The paper also reports on the relative success the author experienced using blogging tools to further develop relationships with undergraduate and graduate students and engage them in meaningful discussions outside of class time.

Although this study focuses on the author's experiences as a new academic in a mobile‐enabled institution, and thus might initially seem limited in applicability, the practical implications of this research are inherent in the methodology and methods used to critique is pedagogical approach and to challenge himself to find ways to integrate digital technologies into his teaching.

The paper will be of interest to anyone who has ever struggled with questions of relevancy in the use of digital technologies in both off‐ and online post‐secondary classroom environments.

The purpose of this article is to analyse the social science students' perceptions of information literacy (IL) and the use of mobile technologies (MTs) before and during the COVID-19 pandemic.

Exploratory focus group methodology involving 18 Information Science and Education undergraduates.

Students believe that, above all, an information literate person must know how to search for information. Being able to recognise acceptable levels of IL and MT competencies/skills enabled them to detect the scant contribution of the university to IL and the poor support from the library. They routinely use information and communication technologies (ICTs) in the classroom for assignments, presentations, searching and administrative tasks. Conversely, they consider their teachers' competency in the use of mobile devices for academic tasks could be improved. The increase in these shortcomings during the COVID-19 pandemic has allowed students to discover most teachers' attitudinal and technical limitations. Students' suggestions mostly point to improving platforms, teaching methods, teacher motivation and teachers/librarians interaction.

Research is limited to several IL/MT-related concepts, one university and two degrees. It could be applied in other contexts, larger samples and other stakeholders such as librarians and teachers.

Need for more IL and TM instruction for students/teachers and greater interaction amongst them and with the library. The authors suggest promoting interdisciplinary seminars on the importance of IL and awareness sessions on ICT for learning.

This case study addresses students' critical/exceptional experience triggered by the pandemic.

Based on student responses to a set of customized questionnaires, this study aims to present evidence that while student evaluations of instructors and courses remain consistent, a designated mobile app enhances perceived online learning experience.

This study addresses quality assurance issues in accelerated online graduate-level education by identifying factors that influence nontraditional adult student preferences for using mobile applications (apps).

It is evident that affordability and functionality are the two most important determinants of nontraditional student preferences for app-based learning, followed by mobility and ease of purchase.

These findings underscore the potential of app learning to bolster positive perceptions of online education. Findings of this study imply that integrating additional app learning tools can be used as a quality assurance mechanism and enhance nontraditional students’ satisfaction through improving their perceived online learning experience.