Anytime. Everywhere. Mobile Learning in Higher Education: Creating a GIS Course

Erkollar, Alptekin; Oberer, Birgit

doi:10.1007/978-3-642-35603-2_5

Cited by 9 publications

(8 citation statements)

References 3 publications

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“…Abachi and Muhammad (2013) note that almost all individuals involved in m-learning are in favour of using m-technology in educational context for flexible access in terms of time, space, and pace and online collaborative learning it provides; although, they have some concerns about the security and coverage of the system as well. Users' changing preferences towards making benefit from latest technologies (Erkollar & Oberer, 2012). Massive changes in every sector of education and in society due to development and prevalence of high-tech handheld devices and learning with no boundaries (Ozuorcun & Tabak, 2012) together with a collection of previously mentioned features m-learning has brought to the context of learning distinct m-learning from e-learning.…”

Section: Introductionmentioning

confidence: 98%

Social and individual antecedents of m-learning adoption in Iran

Mohammadi

2015

Computers in Human Behavior

130

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Section: Introductionmentioning

confidence: 98%

Social and individual antecedents of m-learning adoption in Iran

Mohammadi

2015

Computers in Human Behavior

130

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“…Application of mobile learning is essential in educational institutes due to its effectiveness. Mobile learning has been evidenced important and effective in many universities, for example, Canada College and San Francisco State University, and a Turkey university . Mobile learning was demonstrated able to improve listening skills, promote French education, and facilitate mathematics examinations…”

Section: Introductionmentioning

confidence: 99%

An extended technology acceptance model of a mobile learning technology

Xiaozhi

2019

Comp Applic In Engineering

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Rain Classroom, a popular mobile app developed by the most distinguished university in Asia, is a product of mobile technological revolution. Few studies have, however, formulated its acceptance model by including the constructs of peer and superior influences. This study’s primary investigation is the impact of peer and superior influences on learners’ usage of Rain Classroom within the technology acceptance model (TAM) framework. Both constructs are entered into an extended TAM as external variables impacting on the core constructs in the prevailing TAM literature: perceived usefulness, ease of use, enjoyment, and continuance intention. The investigation is conducted within the context of university students’ utilization of Rain Classroom. A sample of 293 students from a higher education institution in East China participated in this study. Using correlation analysis and WarpPLS Structural Equation Modeling, eight hypotheses were tested for Rain Classroom. The results of the analyses reveal that both peer and superior influences play a significant role in the students’ continuance intention to use Rain Classroom. Besides peer and superior influences, future research could extend the TAM by including more constructs to provide important references for researchers and practitioners of Rain Classroom.

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“…A significant advantage is that M-learning makes it easy for students with disabilities to effectively participate in the learning process [30]. The technologies associated with mobile devices lend themselves to social media communication among students and educators, most probably through the use of video conferencing technology ( [31], [25] and [27]). …”

Section: Advantages and Disadvantages Of M-learningmentioning

confidence: 99%

“…The integration of M-learning with Geographic Information System (GIS) module in a pilot course within a Turkish university is studied in [31]. Each student has been provided with a tablet device.…”

Section: B Social Mediamentioning

confidence: 99%

Learners and educators attitudes towards mobile learning in higher education: State of the art

Al-Emran

Shaalan

2015

2015 International Conference on Advances in Computing, Communications and Informatics (ICACCI)

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In the last few years, the way we learn has been significantly changed from traditional classrooms that depend on printed papers into e-learning relying on electronic teaching material. Contemporary educational technologies attempt to facilitate the delivery of learning from instructors to students in a more flexible and comfortable way. Mobile learning (M-learning) is one of such pervasive technologies that has been evolved rapidly to deliver e-learning using personal electronic devices without posing any restrictions on time and location. Literature that sheds light on using M-learning in various institutions of learning is beginning to emerge. The work in this paper demonstrates the state of the art of the M-learning. It discusses learners' and educators' attitudes towards the use and adoption of M-learning. Advantages and disadvantages of M-learning were also presented. The integration and implementation of Mlearning with other technological resources has been described.Factors affecting the students' and faculty members' attitudes towards the use of M-learning have been demonstrated. Moreover, the new trends and challenges, which are evolved while conducting this survey, are explained.

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Anytime. Everywhere. Mobile Learning in Higher Education: Creating a GIS Course

Cited by 9 publications

References 3 publications

Social and individual antecedents of m-learning adoption in Iran

Social and individual antecedents of m-learning adoption in Iran

An extended technology acceptance model of a mobile learning technology

Learners and educators attitudes towards mobile learning in higher education: State of the art

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