Designing a Theoretical Integration Framework for Mobile Learning

Abstract

<br /><table class="data" width="100%"><tbody><tr valign="top"><td class="value"><p>New technologies are rapidly changing mobile learning and making it difficult to control. In addition to educational factors and learning content, a modern mobile learning system must take into account the technical and personal aspects of learning, the devices and aspects related to its evolution and interoperability. Teaching on the other hand has also evolved involving more flexibility in tasks and learning stages, thus using modern technologies that offer more alternatives now. In addition, such tasks may be specific to the learning content as well as the learning context or furthermore the learner's environment.</p><p>Traditionally, mobile platform design relies on the skills of a mobile developer whose knowledge allows him to design mobile applications that are useful to users. But with mobile learning, the design phase involves more than just mobile development skills. For example, if you are designing a platform for practical work, the instructors responsible for the training should be involved. However, the empirical results show that educators do not integrate technology effectively into their curricula. To enable these instructors to develop mobile learning platforms, it is important to facilitate their integration through a theoretical model that will take into account all the ingredients necessary to complete this learning and to balance them in order to ensure its efficiency. In this study authors used a thematic synthesis methodology to present a framework for mobile devices integration in learning. They focused on three models that they think are the most cited in the field of ICT (information and communication technologies) integration in learning.</p><p>The five-axis framework consists of enriching the TPACK framework(Technological Pedagogical Content Knowledge model in order to more precisely address mobile learning by covering the following parts: pedagogy, content, mobile technology, learning environment and learner’s profile. It describes relatively in depth the various factors involved as well as the effective interconnection to be ensured to achieve an optimal and efficient integration of m-learning. Balancing those five parts will be a matter of plural reflection when designing or consulting on a mobile learning platform.</p></td></tr></tbody></table>

Educational Experience in the Mobile Learning Environment: Consumer Behavior Perspective

“…In addition, the quality of the mobile learning system, which is determined by user-friendliness, ease of access, and reliability, provides a potential student with an additional educational benefit, which in turn affects involvement, trust in the producer of the educational content and stimulates the purchase of an educational package. Mobile learning at the level of learning platforms needs user friendliness in order to attract and adapt students to mobile learning [26].…”

“…It should be noted that new technologies, offering a range of alternatives, are rapidly changing the format of mobile learning and makes control over its use unlikely. A modern learning system mobile basis should appreciate the personal and technical aspects of learning, as well as technologies and aspects related to their development and interoperability [26].…”

Application of Mobile Technologies in Foreign Language Learners’ Project Activity

“…The researchers note that in reality, there is practically no confirmed research data on the level of effectiveness in teaching English as a foreign language for numerous specialized platforms or mobile applications. At the same time, there is a lot of evidence of increasing the effectiveness of learning when using blended or mobile distance learning with the widespread involvement of mobile devices and their capabilities [14,37]. By involving students in a diverse and thematically broad educational mobile project activity, using multimedia tools, it is possible to form stable communication skills of both prepared and unprepared foreign language speech without support on language knowledge and speech skills, received in the course of schooling, which allows the majority of students to reach the level of B1+ (Intermediate+) in one year.…”

Design an Adaptive Mobile Scaffolding System According to Students’ Cognitive Style Simplicity vs Complexity for Enhancing Digital Well-Being

“…Therefore, it exploits the student's characteristics in order to enhance their learning outcomes [35,36]. The importance of AMSS stems from its ability to provide each individual with unique learning experiences based on his/her personality, interests and performance in order to improve their learning and enhance their satisfaction with the learning process [37,38]. Thus, we can say that AMSS is modified according to the characteristics and needs of the students and depends on mobile devices to provide scaffold and guidance to students which eventually lead to compatibility between students and their educational environments.…”