A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

Saikat, Shahnawaz; Dhillon, Jaspaljeet Singh; Ahmad, Wan Fatimah Wan; Jamaluddin, Robiatul A’dawiah

doi:10.3390/educsci11090459

Cited by 80 publications

(71 citation statements)

References 46 publications

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“…The capacity for introducing a mobile phone device to the TLP in a physical classroom setting is referred to as "mobile learning" (M-learning) [20,21]. Due to their outstanding durability, most developed and developing countries are now attempting to incorporate smartphone use into the teaching-learning process from various perspectives [21,22]. Figure 5 displays the types of social media used by the parents, teachers, and students in the KEZ during the COVID-19 lockdown period, suggesting the widespread use of mobile phones among the teachers, parents, and students in the KEZ.…”

Section: Resultsmentioning

confidence: 99%

Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

et al. 2021

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Sri Lanka’s education system was suddenly shifted from classroom-based free education to online-based distance learning as an emergency teaching and learning method (ETLM) in response to the COVID-19 pandemic lockdown. This study examines how various stakeholders used online-based distant learning as an ETLM, and highlights the lessons learned from such a transition in Sri Lanka through a case study of the Kandy education zone (KEZ), in response to the country’s COVID-19 pandemic lockdown. We obtained the data through a questionnaire survey from 19 schools in KEZ, selecting the teachers, students, and parents as a survey sample. The findings revealed that nearly 64.7% of teachers used social media for the teaching–learning process (TLP), 27.9% used standard online teaching platforms, and only 7.4% used traditional teaching methods during the pandemic lockdown. Additionally, 36.5% of teachers and 41.2% of students favored the WhatsApp mobile application for the TLP, while others preferred other applications. However, during the COVID-19 lockdown, most of the less privileged schools in the peripheral areas of the KEZ adopted traditional teaching methods (TTM). The extent of the gap in ETLM adaptation and the driving factors that led to observable discrepancies between privileged and non-privileged schools, even in the urban settings of the KEZ, are also discussed in this study. These findings are significant in terms of educational policy making and management. Overall, this research contributes to understanding the ETLM adaptation of the KEZ by proposing policy directions that policymakers and other higher education authorities in the country should consider in an emergency.

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Section: Resultsmentioning

confidence: 99%

Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

et al. 2021

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“…This is a well-known method for conducting a literature review on sustainability issues, as well as economic and social sciences [81][82][83][84]. Systematic reviews [15,74,81,82,[84][85][86][87][88][89][90][91] and meta-analyses [92,93] are essential tools to accurately and reliably summarize the evidence [80].…”

Section: Methodsmentioning

confidence: 99%

“…The inclusion of only empirical articles is due to the inclusion of statistically validated factors that determine GBE. This approach is used in the literature in the PRISMA method when applying SLR to areas, such as medicine [86,[94][95][96][97], management [88,98], consumer behavior [99], tourism [100], and others [81,85,90]. The SLR search of five databases yielded 3393 publications.…”

Section: Conducting the Slrmentioning

confidence: 99%

Green Brand Equity—Empirical Experience from a Systematic Literature Review

et al. 2021

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Our study aims to analyze factors determining the green brand equity (GBE) based on a systematic literature review (SLR) according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement. We posed 3 research questions and searched five databases (Scopus, Web of Sciences, Google Scholar, EBSCO, and Elsevier) for studies containing the term ‘green brand equity’ and the combination of two terms: ‘brand equity’ and ‘green’. Additionally, the backward and forward snowballing methods were applied. In our SLR, we included empirical studies published between 2006 and 2021 as peer-reviewed papers in English. Exclusion criteria included studies with theoretical models, studies describing brand equity not related to GBE, Ph.D. thesis, short reports, workshop papers, practice guidelines, book chapters, reviews, and conference publications. Finally, 33 articles were analyzed as part of the SLR in two fields: general information (authorship, year of publication, type of study, research country or location, sample size, and product categories), and research specifications (factors or variables, number and type of hypotheses, scale or measurement items, type of statistical analysis, and selected indicators of statistical methods). Image, trust, value, satisfaction, and loyalty appeared to be the most studied determinants of GBE. Less frequently analyzed were quality, awareness, attributes, particular promotional activities, and the fact of purchase. The results obtained are important in practical terms, showing what to consider when creating GBE in different categories of products and services.

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“…Many lecturers permit the use of smartphones in the college classroom and perceive them as an important adjunct to instruction [8,9]. The COVID-19 pandemic and the rapid move to emergency remote teaching (ERT) intensified the increasing reliance on mobile learning in general [10] and smartphones in particular [11]. This included innovative approaches to the delivery of instruction that included cloud-based computing approaches that enabled greater engagement from students via the smartphone [12].…”

Section: Rates Of Technology Adoptionmentioning

confidence: 99%

Smartphones and Learning: An Extension of M-Learning or a Distinct Area of Inquiry

Hartley

Andújar

2022

Education Sciences

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The smartphone has become an integral part of the education landscape. While there has been significant smartphone research in education under the guise of m-learning, the unique role of the device suggests that m-learning may not be an appropriate characterization. The purpose of this paper is to review the use of m-learning as a primary descriptor for smartphone- and learning-related research. In support of this goal, the paper reviews the definitions associated with m-learning, smartphones, and related technologies from the perspective of educational research. In addition, a review of author keywords of research on smartphones in education is used to provide context to the classification of the research. Finally, three theoretically guided smartphone programs are presented as evidence of the unique nature of smartphone and learning research. This review concludes with recommendations for the characterization of future research.

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A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

Cited by 80 publications

References 46 publications

Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

Green Brand Equity—Empirical Experience from a Systematic Literature Review

Smartphones and Learning: An Extension of M-Learning or a Distinct Area of Inquiry

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