Comparative Study on m-Learning Usage Among LIS Students from Hong Kong, Japan and Taiwan

Ko, Eddie; Chiu, Dickson K.W.; Lo, Patrick; Ho, Kevin

doi:10.1016/j.acalib.2015.07.005

Cited by 47 publications

(82 citation statements)

References 62 publications

(88 reference statements)

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“…For example, Sha, Looi, Chen, Seow, and Wong (2012) have indicated that self-directed learning should be one of the key determinants of mobile learning achievements. Ko, Chiu, Lo, and Ho (2015) have revealed that "based on the autonomy feature of m-learning that allows learners to take charge of their own learning progress, it is generally agreed that m-learning is more suitable for self-regulated learning" (p. 568). Moreover, Dold (2016) has suggested that in mobile learning environments, self-directed learning will help learners achieve better and deeper learning outcomes.…”

Section: Self-management Of Learningmentioning

confidence: 99%

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Huang

2019

AJET

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Although there is a plethora of mobile learning studies, relatively little attention has been paid to the roles of self-management of learning and personal learning initiative on mobile English learning outcomes. Accordingly, the primary purpose of this study is not only to examine the links between perceived flexibility advantage, self-management of learning, mobile English learning continuance intention and performance, but also to explore the moderating role of personal learning initiative in mobile language learning outcomes. A total of 323 undergraduate students with mobile English learning experience took part in this study. The partial least-squares structural equation modelling analysis and SPSS PROCESS (model 7) were utilised to assess the data. The study findings have not only indicated the perceived flexibility advantage and self-management of learning will have a positive influence on mobile English learning continuance intention and performance, but also revealed that mobile English learning continuance intention will mediate the link between perceived flexibility advantage and mobile English learning performance. Moreover, it has been found that personal learning initiative will play a moderating role in reinforcing the positive relationship between perceived flexibility advantage and mobile English learning continuance intention.

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Section: Self-management Of Learningmentioning

confidence: 99%

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Huang

2019

AJET

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“…Library and information science students in Hong Kong, Japan, and Taiwan restricted their smartphone use to search engines for school work, not library resources; they did not use the devices for academic reading (Ko, Chiu, Lo, & Ho, 2015). The lack of a mobile-ready website for the library was a barrier to use of resources by the students (Ko et al, 2015). Respondents in Croatia who owned a smartphone or tablet, also expressed the need for interfaces customized to those devices (Pažur, 2014).…”

Section: Device Ownership and Barriers To Usementioning

confidence: 99%

“…While they were all active users of their smartphones, use of the devices for academic work was limited, and they were only interested in library services of an administrative nature, such as hours, requests, check-outs, and renewals (Lo et al, 2016). Library and information science students in Asia restricted their smartphone use to search engines for school work, not library resources, and did not use the devices for academic reading (Ko et al, 2015). Similarly, undergraduate library and information science students in Greece preferred laptops and personal computers over mobile devices for school work and library use, but this preference was inverted when the students were looking for entertainment (Vassilakaki, MoniarouPapaconstantinou, & Garoufallou, 2016).…”

Section: User Behaviormentioning

confidence: 99%

“…While searching for information on mobile devices was common, most researchers preferred to download and print material in portable document format (.pdf) to interact with it (Halevi et al, 2015). Library and information science students in Hong Kong, Japan, and Taiwan restricted their smartphone use to search engines for school work, not library resources; they did not use the devices for academic reading (Ko, Chiu, Lo, & Ho, 2015). The lack of a mobile-ready website for the library was a barrier to use of resources by the students (Ko et al, 2015).…”

Section: Device Ownership and Barriers To Usementioning

confidence: 99%

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Cummings, Merrill, and Borrelli’s Inquiry into Small Screen Use by Academic Library Users: Timing is Everything

Bomhold

2018

EBLIP

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A Review of: Cummings, J., Merrill, A., & Borrelli, S. (2010). The use of handheld mobile devices: Their impact and implications for library services. Library Hi Tech, (28)1, 22-40. https://doi.org/10.1108/07378831011026670 Abstract Objective – The authors undertook this study to understand the relatively new phenomenon of handheld computing and the use of small-screen devices among academic library users. They sought to determine if users would be inclined to search the online library catalogue on their devices and, by extension, if there would be a growing demand for small-screen compatible library services. Design – Online and paper surveys were used with both closed and open questions. Respondents included students, faculty, and staff at Washington State University (WSU). Setting – Washington State University Library, Pullman, Washington, United States of America. Subjects – The survey was open to any user of the Washington State University (Pullman) Library. The 206 respondents included 126 (61.2%) undergraduates, 26 (12.6%) graduate or professional students, 32 (15.3%) WSU employees, and 15 (7.3%) faculty members. Methods – A survey was distributed both online and on paper. The online version used Surveymonkey.com and participation was solicited through various social media. It was open for three months during the Spring semester, 2007. The paper version was distributed to all library users on two days in June 2007. Eighty-four online and 122 paper responses were received. Main Results – Most of the respondents (58.4%) who owned a personal digital assistant (PDA) or Web-enabled cell phone (WECP) indicated that they would search the library catalogue on a small-screen device. Responses to the open question “How would you use the OPAC [online public access catalogue] if it was available on a PDA or WECP?” were mixed, both positive and negative. The positive responders noted the possible time savings associated with the availability of more information on their devices. The negative responders noted the cost of data, the annoyance of public phone use, and the complex format of the current catalogue that would not transfer to a small screen. Conclusion – The authors cited the growing usage trends in handheld devices, along with the willingness of current owners to use their devices, to predict an increase in usage of small screen searching. They speculated that further research should investigate how small screens would be used and what would that experience look like, rather than if patrons would use them.

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“…An online survey was conducted with the purpose of gathering information on how often devices were used for various activities, perceived barriers to mobile learning (m-learning), and demographic data. The survey was modeled on a 2015 study of LIS students in Hong Kong, Japan, and Taiwan (Ko, Chiu, Lo, & Ho, 2015). The Mann-Whitley U test was used to investigate possible significant differences between UG and G responses.…”

mentioning

confidence: 99%

LIS Students at a Japanese University Use Smartphones for Social Communication more often than for Educational Purposes

Krueger

2018

EBLIP

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A Review of: Lau, K. P., Chiu, D. K. W., Ho, K. K. W., Lo, P., & See-To, E. W. K. (2017). Educational usage of mobile devices: Differences between postgraduate and undergraduate students. The Journal of Academic Librarianship, 43(3), 201-208. https://doi.org/10.1016/j.acalib.2017.03.004 Abstract Objective – To discover how undergraduate (UG) and graduate (G; “postgraduate” [PG] in the original article) students of library and information science (LIS) use mobile devices and to understand preferences and perceived barriers to educational use. Design – Survey questionnaire. Setting – University in Japan. Subjects – Ninety undergraduate students (30 male, 60 female) and 30 graduate students (13 male, 17 female). Nineteen additional recruits were excluded from the study due to incomplete surveys. Almost all subjects (>98%) were born between 1982 and 2002. Methods – Subjects were recruited without incentives from one LIS department. An online survey was conducted with the purpose of gathering information on how often devices were used for various activities, perceived barriers to mobile learning (m-learning), and demographic data. The survey was modeled on a 2015 study of LIS students in Hong Kong, Japan, and Taiwan (Ko, Chiu, Lo, & Ho, 2015). The Mann-Whitley U test was used to investigate possible significant differences between UG and G responses. Main Results – 94.2% of participants had smartphones with Internet access; both UG and G subjects reported weekly to daily use for social communications (email, short message service [SMS], chat, and social media) and for querying search engines. Both UG and G subjects reported using finance and banking services less than once a month. Other activities (shopping, finding locations, entertainment, sports, tools and productivity software, casual reading, academic reading, accessing reference materials, accessing libraries) for both groups fell within the range of less than once per month to weekly use. Unlike G subjects, UG subjects reported significant (p < 0.05) engagement with social media and marginal (p < 0.10) engagement with accessing libraries, and productivity tools. In terms of educational use, neither UG nor G subjects reported daily m-learning behaviors, instead reporting monthly to weekly browsing of online information and social networking sites, with far less (i.e., less than once a month) engagement with professional articles, e-books, learning management platforms, and several other activities (listening to podcasts, viewing videos, “other”). UG subjects reported significant marginal (p < 0.10) engagement with “other” materials, unlike G subjects. Library catalogs and databases were less likely to be used when compared to reference sources, with UG and G subjects reporting monthly or less use for these. When asked if they would use mobile library services, respondents answered “maybe interested if available”, with UG subject reporting significant marginal (p < 0.10) engagement vs. G subjects for several of these services. Regarding productivity activities, both UG and G subjects reported monthly or less use of note taking, word processing, and scheduling tools. For communication and sharing activities, subjects reported monthly or less activity for communicating with classmates, using email for study-related issues, posting to discussions on learning management platforms, posting or commenting about their studies on social networking sites, sending photos or videos to social media, moving document files, and scanning Quick Response (QR) codes. UG subjects were marginally (p < 0.10) more engaged in communicating with classmates than G subjects. Barriers to m-learning were not considered “high” barriers, with “low” to “medium” barriers for both UG and G subjects being small screen size, non-mobile format, difficulty typing, challenges with authentication, no Wi-Fi, difficulty reading, lack of specialized apps, and slow loading times. Conclusion – This study provides a snapshot of how participants used mobile devices at the time the survey was conducted. Both UG and G subjects used their devices for social communication more than for educational purposes.

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Comparative Study on m-Learning Usage Among LIS Students from Hong Kong, Japan and Taiwan

Cited by 47 publications

References 62 publications

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model

Cummings, Merrill, and Borrelli’s Inquiry into Small Screen Use by Academic Library Users: Timing is Everything

LIS Students at a Japanese University Use Smartphones for Social Communication more often than for Educational Purposes

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