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Due to the swift proliferation of mobile technology, the use of mobile devices, like notebook computers, and mobile phones, as learning tools has offered people the flexibility and convenience to acquire new knowledge anytime and anywhere. In light of this, growing attention has been paid to the critical roles of perceived flexibility advantages in mobile and online learning (Huang et al, 2014). And because of the increasing use of mobile technologies in society and by the younger generation, learners will demand course materials be delivered on mobile technologies to be accessed from anywhere and at any time. At the same time, today’s and tomorrow’s learners will be nomadic and continuously on the move. As learners move from one location to the next, they must be able to use the infrastructure in the different locations to access learning materials. Hence, learning materials must be designed for easy access by the nomadic learners using mobile technology regardless of where they are located and which network infrastructure they are using to access information (Ally, 2007). This paper discusses the following issues: mobile learning and higher education, issues in mobile learning, misconception about mobile learning, and mobile technology and education.
The article seeks to clarify the meaning of mobile learning by applying its key concepts to learning experiences in post-school education. In other words, it seeks not to discuss one fixed meaning of mobile learning but to disassemble the basic components and provide an interpretation of the model in the context of higher education. The article argues that in order to comprehensively understand and define mobile learning, we should from the outset separate its key components and arrange them under three different concepts. The first concept relates to the mobility of the technology. The second concept hinges on increased learner mobility. The third concept examines the mobility and dynamism of the learning processes and the flow of information. The article concludes that knowledge in the modern world is transformed by the development of revolutionary technologies in society.
International Association for Development of the Information Society
Mobile Learning Considerations in Higher Education: Potential Benefits and Challenges for Students and Institutions2018 •
As mobile learning becomes increasingly pervasive, many higher education institutions have initiated a number of mobile learning initiatives to support their traditional learning modes. This study proposes a framework for mobile learning for enhancing learning in higher education. This framework for mobile learning is based on research conducted on the course titled " Internet Technology, " taught to second year students in the Department of Mathematics and Computer Science at the University of Djibouti. While the entire gamut of mobile technologies and academic applications needs to be considered, special emphasis and focus is provided to Short Message Services (SMS) and popular social network sites such as Facebook, which is widely used for recreation. This paper highlights how mobile learning using SMS and Facebook can be designed to enhance student learning and help achieve learning outcomes.
2013 •
2013 •
In recent times, despite the fact that Mobile learning or m-learning is a relatively new concept, it has become a buzz word in academic, researchers and companies developing learning systems and instructional materials. Unfortunately, standards and platforms like those that exist in elearning are still evolving. One thorny issue is that of m-examinations. Although in e-learning setup supervised examination rooms/center, have worked well the ability to authenticate the candidate doing an examination in unsupervised environment on remote place is limited. Moreover, the requirement of Internet access throughout the examination session and particularly for the student to be able to submit his answers is also a major limitation. This study was not only an effort to remove the two limitations, but also to do so on the mobile learning environment. The study investigated the concept of sending by email a locked examination as an android mobile application. The student would then download an...
University of Lapland
Mobile Learning from Teachers' Perspective: Challenges and Opportunities in Higher Education Md. Shahidul Islam2016 •
In this study, the aim was to investigate in terms of m-learning what kinds of pedagogical knowledge and experiences teachers have and what kinds of challenges and opportunities they experience in their teaching practices. The study focused on finding out the teachers’ perspective to the following questions: according to the teachers, 1) how have they implemented mobile learning in their educational practices? 2) what kinds of knowledge and experiences have they had on m-learning? 3) what are the opportunities of m-learning? and 4) what are the main challenges to m-learning? For primary data collection, nine qualitative one-to-one interviews of teachers at the University of Lapland and Lapland University of Applied Sciences, Finland, were conducted. Based on content analysis of the interviews, the study revealed a lack of pedagogical knowledge and experiences, lack of supporting devices and lack of media literacy as the three main challenges for implementing mobile learning in higher education. However, teachers are highly interested in using m-learning both in their teaching and personal life. It was also found that institutions’ official platforms are not experienced by teachers taking part in this study as user friendly while other mobile learning platforms encourage students to participate actively in learning. Evidence also showed that out of the participants of this study, the older teachers were more active in m-learning than their younger counterparts. To overcome these challenges the higher education institutions and educators must rethink their current pedagogical strategies as well as how they view mobile devices and the concept of m-learning in teaching and learning. Keywords: mobile learning, m-learning, higher education, information and communication technology (ICT).
Journal of e-Learning and Knowledge Society
Is mobile learning a resource in higher education? Data evidence from an empirical research in Ticino (Switzerland)2011 •
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LOS CAMBIOS EN LA PROFESIÓN DEL TRADUCTOR O INTÉRPRETE JURADO EN ESPAÑA2003 •