Investigating attitudes towards the use of mobile learning in higher education

Mobile learning (M-learning) has become an important educational technology component in higher education. M-learning makes it possible for students to learn, collaborate, and share ideas among each other with the aid of internet and technology development. However, M-learning acceptance by learners and educators is critical to the employments of M-learning systems. Attitudes towards M-learning technology is an important factor that helps in determining whether or not learners and educators are ready to use M-learning. Such attitudes will serve to identify strengths and weaknesses and facilitate the development of the technology infrastructure. This paper aims at exploring students and educators' attitudes towards the use of M-learning in higher educational universities within Oman and UAE; two neighboring countries in the Arab Gulf region. To serve this purpose, two survey questionnaires were conducted: one for students and another for educators. The participants of this study are 383 students and 54 instructors from five universities. Different factors have been examined to test where there is a significant difference among students and educators' attitudes towards the use of M-learning, such as gender, age, country, level of study, smartphone ownership, major in terms of students and age, country, academic rank, academic experience and smartphone ownership in terms of educators. Findings revealed significant differences among the students’ attitudes towards M-learning with regard to their smartphone ownership, country and age. Furthermore, results indicated that M-learning can be one of the promising pedagogical technologies to be employed in the higher educational environments within the Arab Gulf countries.     

Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies

Mobile and ubiquitous learning are increasingly attracting academic and public interest, especially in relation to their application in higher education settings.The systematic analysis of 36 empirical papers supports the view that knowledge gains from instructionist learning designs are facilitated by distributed and more frequent learning activities enabled by push mechanisms. They also lend themselves to the activation of learners during classroom lectures. In addition, and as a particular advantage of mobile technology, “hybrid” designs, where learners create multimodal representations outside the classroom and then discussed their substantiated experiences with peers and educators, helped to connect learning in formal and more informal and personalized learning environments.Generally, empirical evidence that would favour the broad application of mobile and ubiquitous learning in higher education settings is limited and because mobile learning projects predominantly take instructionist approaches, they are non-transformatory in nature. However, by harnessing the increasing access to digital mobile media, a number of unprecedented educational affordances can be operationalised to enrich and extend more traditional forms of higher education.     

Inquiry-based mobile learning in secondary school science education: A systematic review

Recent years have seen a growing call for inquiry-based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology-supported inquiry-based learning (mIBL) in secondary science education. More evidence-based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching.     

Mapping the study of learning analytics in higher education

ABSTRACT

In recent years, the application of technological innovation in higher education has become more and more widely spread, and technological innovation has been improving the level of education. In the research of higher education with innovation technology, one of the main focuses is on the dynamic data which can lay a foundation for the analysis of educational activities by learning analytics. The dynamic data created by technological innovation will become the key basis for analytical research and development in higher education. The methods and analysis results of learning analytics will directly affect decision-making and strategy about higher education. In this paper, we use bibliometric and visualisation methods to review the literature, in order to highlight the development of learning analytics in higher education. Using bibliometric analysis, our study depicts the development process of the main methods used in learning analytics, and summarises the current situation in this field, which increases the level of understanding provided by those studies. Finally, we summarise the research hotspots and study trends, which will be useful for future study in this field.     

An experiment for improving students performance in secondary and tertiary education by means of m-learning auto-assessment

Mobile learning is considered an evolution of e-learning that embraces the ubiquitous nature of current computational systems in order to improve teaching and learning. Within this context it is possible to develop mobile applications oriented to learning, but it is also important to assess to what extent such applications actually work. In this paper we present a new tool designed to reinforce students’ knowledge by means of self-assessment. Improvement in student achievement was evaluated and an attitudinal survey was also carried out to measure student attitudes towards this new tool. Three different experimental groups were selected for this research, with students aged from 14 to 21 years old, including high-school and university students. Results show that this kind of tool improves student achievement, especially amongst younger learners, with a relatively low impact on current teaching activities and methodology.     

An empirical investigation of mobile ticketing service adoption in public transportation

In this paper, we present results from a study of mobile ticketing service adoption in public transportation. The theoretical background of the study is based on technology adoption and trust theories, which are augmented with concepts of mobile use context and mobility. Our empirical findings from analyses of a survey data suggest that compatibility of the mobile ticketing service with consumer behavior is a major determinant of adoption. Mobility and contextual factors, including budget constraints, availability of other alternatives, and time pressure in the service use situation were also found to have a strong effect on the adoption decision. Our findings suggest that contextual and mobile service-specific features are important determinants of mobile service adoption and should thus be integrated into the traditional adoption models.     

Scalability of assessments of wiki-based learning experiences in higher education

In recent years, the focus on higher education learning has shifted from knowledge to skills, with interpersonal skills likely being the most difficult to assess and work with. Wikis ease open collaboration among peers. A number of these skills can be objectively assessed by using wikis in an educational environment: collaborative writing, conflict resolution, group management, leadership, etc. However, when the number of students increases, their interactions usually increase at a higher rate. Under these circumstances, traditional assessment procedures suffer from scalability problems: manually evaluating in detail the information stored in a wiki to retrieve objective metrics becomes a complex and time-consuming task. Thus, automated tools are required to support the assessment of such processes. In this paper we compare seven case studies conducted in Computer Science courses of two Spanish universities: Cádiz and Seville. We comment on their different settings: durations, milestones, contribution sizes, weights in the final grade and, most importantly, their assessment methods. We discuss and compare the different methodologies and tools used to assess the desired skills in the context of each case study.     

Personalized mobile English vocabulary learning system based on item response theory and learning memory cycle

Since learning English is very popular in non-English speaking countries, developing modern assisted-learning tools that support effective English learning is a critical issue in the English-language education field. Learning English involves memorization and practice of a large number of vocabulary words and numerous grammatical structures. Vocabulary learning is a principal issue for English learning because vocabulary comprises the basic building blocks of English sentences. Therefore, many studies have attempted to improve the efficiency and performance when learning English vocabulary. With the accelerated growth in wireless and mobile technologies, mobile learning using mobile devices such as PDAs, tablet PCs, and cell phones has gradually become considered effective because it inherits all the advantages of e-learning and overcomes limitations of learning time and space that limit web-based learning systems. Therefore, this study presents a personalized mobile English vocabulary learning system based on Item Response Theory and learning memory cycle, which recommends appropriate English vocabulary for learning according to individual learner vocabulary ability and memory cycle. The proposed system has been successfully implemented on personal digital assistant (PDA) for personalized English vocabulary learning. The experimental results indicated that the proposed system could obviously promote the learning performances and interests of learners due to effective and flexible learning mode for English vocabulary learning.     

Factors influencing higher education students to adopt podcast: An empirical study

Podcast, which is one of the technologies that was developed for personal entertainment or for information usage, has become one of the fastest growing technologies in distance learning over the past several years. Using the Technology Acceptance Model and Diffusion of Innovation Theory as base models, this study investigates the technological, individual, and social aspects that influence the adoption of podcast use in education. Previous research on podcast use in education attempted to study its adoption and diffusion; however, these studies have been rather isolated small case studies than a holistic, integrative research. This study overcomes this limitation by examining the student podcast adoption with survey data collected from 352 students in a higher education institution using a comprehensive model. The hypotheses were confirmed using structural equation modeling analytical procedures and the findings supported the proposed model. Based on the findings, implications for theory and practices are discussed.     

Using RSS to support mobile learning based on media richness theory

With the rapid development of mobile technologies, mobile learning has become a new trend in education. A better understanding of how to effectively use communication technologies to improve mobile learning is important. The purpose of this paper is to evaluate the media richness of various message delivery methods in the proposed m-learning environment based on media richness theory. Regarding the implications of the media richness theory, this study has identified four factors to evaluate a content in respect to the media richness among SMS, Email, and RSS: timeliness, richness, accuracy and adaptability. By the repeated-measures one-way ANOVA analysis, the results show that: (1) SMS has better performance than Email and RSS on content timeliness; thus SMS may be appropriate for immediate information delivery such as notifying or reminding of some time-sensitive matters; (2) Email has better performance than SMS and RSS on content richness and so may be applied in exhaustive information delivery; (3) RSS has better performance than SMS and Email on content accuracy and adaptability; thus RSS is more appropriate for supporting various front-end mobile devices to access and present the content in a mobile learning environment. According to the results, this study suggests developer and designer of an m-learning environment could adopt suitable information delivery medium to support the corresponding learning activities in a mobile learning environment; moreover, current general e-learning systems, particularly those intending to provide a mobile learning environment, can take advantage of RSS techniques to support mobile access and achieve the goal of mobile learning anytime and anywhere.     

Exploring undergraduates' perspectives and flipped learning readiness in their flipped classrooms

This study surveyed 84 undergraduate students, majoring in education, in order to gather their perspectives regarding flipped classrooms and investigate their readiness levels for flipped learning. After the implementation of flipped learning for an entire semester, surveys were distributed in two flipped classrooms that were taught by the same instructor. Students showed particular preferences for the “Bring Your Own Device” and the Instant Response System features of the flipped classroom. Approximately 60% agreed with the idea of flipped classrooms, but only 39% agreed that the flipped classrooms met their learning needs. Their readiness levels for flipped learning were moderately above the average levels, and males or juniors (compared with freshmen), felt more prepared for flipped learning. In general, course grades, self-directed learning readiness, and group work preference can predict the different readiness dimensions. The findings may enhance educators' understanding in how to apply the flipped learning model in ways that are most beneficial for their own students.     

Exploring the conditions of success in e-libraries in the higher education context through the lens of the social learning theory

The main aim of this study is to identify and understand the conditions of success in the implementation, use and maintenance of electronic libraries (e-libraries) in the academic context of higher education, through the lens of the Social Learning Theory (SLT). To achieve this goal, a qualitative approach was adopted, through a case study of the e-library of a University in Portugal. The data were obtained from direct observation, interviews with various actors (staff of the library, computing and administration services of this institution) involved in the process of implementing and maintaining the e-library, and also the documentary analysis. The empirical evidence obtained reveals the most relevant factors for e-library success to be: (1) minimization of costs, (2) acceptance and use of e-libraries, and (3) staff training. This study shows the great importance of library staff training regarding use and exploitation of the e-library’s functions. Thorough knowledge of the e-library means improved use and search effectiveness. The minimization of costs associated with its implementation and maintenance is also a factor determining its success. Given the limited number of empirical studies exploring the topic, this study is particularly important and innovative in the context of Higher Education Institutions (HEI). On the basis of the empirical evidence obtained, a framework is proposed, grouping and reflecting the most important factors for the success of e-libraries in the HEI context.     

Exploring the impact of individualism and uncertainty avoidance in Web-based electronic learning: An empirical analysis in European higher education

Our research specifically focuses on the effects of the national cultural background of educators on the acceptance and usage of ICT, particularly the Web as an extensive and expanding information base that provides the ultimate in resource-rich learning. Most research has been used North Americans as subjects. For this reason, we interviewed European educators from diverse cultures; in particularly, we analysed the cultural differences and their moderating effects on acceptance-based relationships between European universities: European Nordic culture in contrast to European-Mediterranean culture.     

An approach to learning mobile robot navigation

This paper describes an approach to learning an indoor robot navigation task through trial-and-error. A mobile robot, equipped with visual, ultrasonic and laser sensors, learns to servo to a designated target object. In less than ten minutes of operation time, the robot is able to navigate to a marked target object in an office environment. The central learning mechanism is the explanation-based neural network learning algorithm (EBNN). EBNN initially learns function purely inductively using neural network representations. With increasing experience, EBNN employs domain knowledge to explain and to analyze training data in order to generalize in a more knowledgeable way. Here EBNN is applied in the context of reinforcement learning, which allows the robot to learn control using dynamic programming.     

Expert opinion on the future of multimedia based education

Rapid advances in the domain of science and technology are having an unprecedented effect upon the provision of higher education in universities throughout the world, the pace of change often being so fast as to make planning for the development of the “classroom of the future” an extremely difficult task. The Mobile Multimedia University (MMU) project, a collaborative action between four leading UK based research facilities, has been established to investigate these issues. Included amongst its aims is the use of novel research methodologies to determine the factors which will influence the shape and form of future education provision, and thus the distribution of knowledge to society, such as mobility, telecommunications and multimedia services. This paper describes the use of a Delphi survey in predicting the technological trends and innovations which will affect university education in the near future. It describes the theory underpinning the Delphi method, illustrating this with examples of how such a technique has been successfully used in the past. It then details the specific application of the Delphi approach within the current MMU research project, detailing the preliminary results and discussing the implications of these findings for the future of universities and other institutes of higher education.     

移动学习在税务干部培训中的应用研究

移动学习作为网络培训的有效补充,在税务干部培训中起着重要的作用,．本文从其必要性、可行性入手,进行分析,着重介绍系统功能及其技术实现。     

Recognizing and measuring self-regulated learning in a mobile learning environment

With the realization that more research is needed to explore external factors (e.g., pedagogy, parental involvement in the context of K-12 learning) and internal factors (e.g., prior knowledge, motivation) underlying student-centered mobile learning, the present study conceptually and empirically explores how the theories and methodologies of self-regulated learning (SRL) can help us analyze and understand the processes of mobile learning. The empirical data collected from two elementary science classes in Singapore indicates that the analytical SRL model of mobile learning proposed in this study can illuminate the relationships between three aspects of mobile learning: students’ self-reports of psychological processes, patterns of online learning behavior in the mobile learning environment (MLE), and learning achievement. Statistical analyses produce three main findings. First, student motivation in this case can account for whether and to what degree the students can actively engage in mobile learning activities metacognitively, motivationally, and behaviorally. Second, the effect of students’ self-reported motivation on their learning achievement is mediated by their behavioral engagement in a pre-designed activity in the MLE. Third, students’ perception of parental autonomy support is not only associated with their motivation in school learning, but also associated with their actual behaviors in self-regulating their learning.     

Blended learning in higher education: Institutional adoption and implementation

Relatively little of the current research on blended learning (BL) addresses institutional adoption issues. Additional research is needed to guide institutions of higher education in strategically adopting and implementing blended learning on campus. The authors conducted a prior study in which they proposed a framework for institutional BL adoption (Graham, Woodfield, & Harrison, 2012), identifying three stages: (1) awareness/exploration, (2) adoption/early implementation, and (3) mature implementation/growth. The framework also identified key strategy, structure, and support issues universities may address at each stage. The current study applies this adoption framework to 11 U. S. institutions participating in a Next Generation Learning Challenge (NGLC) grant and attempting to transition from an awareness/exploration of BL to the adoption/early implementation phase. The study also compares U.S. institutional strategy, structure, and support approaches to BL adoption and identifies patterns and distinctions.     

Online formative assessment in higher education: A review of the literature

As online and blended learning has become common place educational strategy in higher education, educators need to reconceptualise fundamental issues of teaching, learning and assessment in non traditional spaces. These issues include concepts such as validity and reliability of assessment in online environments in relation to serving the intended purposes, as well as understanding how formative assessment functions within online and blended learning. This article provides a systematic qualitative review of the research literature on online formative assessment in higher education. As an integrative narrative review, the method applied in this review entailed systematic searching, reviewing, and writing this review of the literature to bring together key themes and findings of research in this field. The authors applied qualitative thematic criteria in selecting and reviewing the available literature from which they focused on identifying and analyzing the core themes that are central to the concept of formative assessment with a key focus on application of formative assessment within blended and online contexts. Various techniques were identified for formative assessment by the individual, peers and the teacher, many of which were linked with online tools such as self-test quiz tools, discussion forums and e-portfolios. The benefits identified include improvement of learner engagement and centrality in the process as key actors, including the development of a learning community. The key findings are that effective online formative assessment can foster a learner and assessment centered focus through formative feedback and enhanced learner engagement with valuable learning experiences. Ongoing authentic assessment activities and interactive formative feedback were identified as important characteristics that can address threats to validity and reliability within the context of online formative assessment.