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M-learning is a new stage in the development of e-learning and distance learning. It refers to any learning which takes place via wireless mobile devices such as smart phones, PDAs, and tablet PCs where these devices are able to move with the learners to allow learning anytime, anywhere (Naismith et al., 2006; Wang, Wu, & Wang, 2009). The fast spread of mobile devices and wireless networks within university campuses makes higher education a suitable place to integrate student-centered m-learning (Cheon et al., 2012). Mobile learning that utilizes ubiquitous devices will be a successful approach now and in the future because these devices (PDA, tablet PC, smart phone) are more attractive among higher education students for several reasons; one of them is that the mobile devices are cheaper compared with normal PCs; also, they are satisfactory and economical tools (Mohamad et al., 2010). Mobile devices have become more affordable, effective, and easy to use (Nassuora, 2012). These devices can extend the benefits of e-learning systems (Motiwalla, 2007) by offering university students opportunities to access course materials and ICT, learn in a collaborative environment (Nassuora, 2012), and obtain formative evaluation and feedback from instructors (Crawford, 2007), (Abualaish and Love, 2013). This paper will discuss the benefits of m learning to college and graduate students and the methods university professors adopt to promote M learning at the university teaching and learning environment.
Mobile Learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assist students and teachers as they navigate the options available in the expanding distance learning world. This article assesses some of the possible methods, challenges and future potential of using this approach in a college classroom and describes an empirical evaluation of the effectiveness of M-learning in a college classroom. One hundred twelve students in an introductory survey course in sociology were given the opportunity to use an M-Learning product developed by HotLava Software for the purpose of assisting them in preparation for two scheduled exams. Both practice and review questions were made available on Smart Phones, Web enabled phones, PDAs and other Internet capable mobile devices via Learning Mobile Author. Forty-two of the 112 students in the class chose to access these data via their personal devices and their responses were collected and recorded. The results of their performance, as indicated by a final grade in the course, were compared to the outcomes for those students who chose not to use the M-Learning tool. Students using the software demonstrated a higher level of knowledge of the subject matter covered in the course when compared to students choosing not to use the tools (p<.01). Conclusions and a discussion of these outcomes are offered as well as some inferences and speculation regarding the future of M-Learning in the classroom and beyond. Mobile Learning (M-Learning) is a relatively new tool in the pedagogical arsenal to support students and teachers as they navigate the options available in the expanding world of distance learning. M-Learning is learning accomplished with the use of small, portable computing devices. These computing devices may include: smartphones, personal digital assistants (PDAs) and similar handheld devices. M-learners typically view content and/or lessons in small, manageable formats that can be utilized when laptop or fixed station computers are unavailable. It is currently being used in a variety of educational, governmental and industrial settings. This paper assesses some of the possible methods; challenges and future potential of using this approach in a college classroom and provides an empirical evaluation of the effectiveness of this and similar tools. MOBILE LEARNING The first published studies focusing on M-Learning began around 2000. In the April 2000 issue of Computers and Education, Sharples (2000) discussed the potential for new designs in personal mobile technologies that could enhance lifelong learning programs and continuing adult educational opportunities. Many, if not all, of the ideas raised in Sharples' early article are still evolving and are of interest to M-Learning today. Donna Abernathy's article "Get Ready for M-Learning" (2001) provides one of the first looks at the technology and how it could affect future business approaches with regard to learning initiatives. This article may also be counted as an early alert about the potential to this already expanding learning option. Abernathy observes that M-Learning options don't necessarily seek to replace the PC as a be-all tool, but instead notes that it will help supplement corporate learning objectives with on-the-go tools. Businesses hope this will increase willingness among their employees and customers to interact with other learners and provide rapid feedback for corporate and sales force personnel. Although wifi technically existed at the time the Abernathy article was written, it was not fully developed or nearly as ubiquitous as it is currently. Abernathy accurately noted that the fledgling state of wifi technology could be a major stumbling block for future advances. Between 2002 and 2006 numerous studies began to appear that reported similar findings indicating M-Learning technologies were expanding and becoming commonplace in a variety of learning environments.
2013 •
At each step, the Internet and information technologies are changing many aspects of life. We live; we buy, work, manage and communicate new ways that technology has enabled. Information and communication technology are pervasive the technology of today. It finds application in every branch of industry, and in all areas of education and the basis for the successful operation of all social and state structures. Information and communication technology (ICT) provides a good foundation for creative and effective use of knowledge. Using mobile technology in education changes the basic view of learning when, where and how to learn. M-learning is a unique type of learning because students can access the lessons anytime, anywhere. Mobile learning is learning supported by mobile devices. It represents a new form of education. The notion of mobile learning covers a wide range of devices used for learning at any place at any time. These include various wired and wireless devices (mobile phones, PDA, iPod, Sony PSP, notebook devices ...). M-learning offers the possibility of using mobile devices combines many benefits of e-learning in a single portable package that can be used at any time and anywhere using mobile devices. Mobile devices are emerging as one of the most promising technologies to support learning as they offer new opportunities that do not offer static devices.
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).
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