Effective and efficient mobile learning: issues and tips for developers

Little, Bob

doi:10.1108/00197851211267983

Cited by 18 publications

(16 citation statements)

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“…Nowadays, Mobile Learning has been widely accepted by learners. In other words, learning via mobile devices is widely accepted by the learner community because of its application as well as its philosophy and standards, (Lan & Huang, 2012& Little, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Furthermore, mobile phones and consequently Mobile Learning facilitate accessing various educational resources on Internet and help developing and creating interesting teaching content that can be used inside or outside classrooms, (UNISCO, 2013). Mobile Learning can deliver the right information to the right person at the right time better than any other learning/teaching technology yet devised, (Little, 2012). Besides, students' interest to use all available resources of Mobile Learning through their mobile phones and Personal Digital Assistants (PDAs) to access information anytime and anywhere has also played a significant role in the success of mobile learning prevalence, (López, et.…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Mobile Learning on Students' Achievement and Conversational Skills

Elfeky

Masadeh²

2016

IJHE

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The present study aimed to examine the effect of Mobile Learning, which is a kind of E-learning that uses mobile devices, on the development of the academic achievement and conversational skills of English language specialty students at Najran University. The study used the quasi-experimental approach. Participants consisted of (50) students who were registered in a course called "Strategies of Teaching and Learning" offered by the Department of Curriculum and Instruction at the College of Education to students majoring in English at the Department of English Language at the College of Science and Arts. As usual participant students were divided into experimental and control groups of (25) students in each. The soft copy of the course content was uploaded to the University Blackboard System for students in the experimental group. Another hardcopy of the course content was delivered to students in the control group by hand in the first meeting. Data collection tools included an academic achievement test and conversational skills rating scale. Results showed that mobile learning had quite significant effect on both students' academic achievement and conversational skills. In light of these findings faculty members were recommended to adapt the use of Mobile Learning in their classes.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effect of Mobile Learning on Students' Achievement and Conversational Skills

Elfeky

Masadeh²

2016

IJHE

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“…Organisational practices that promote learning and development also facilitate continuous learning and enhance organisational performance (Little, 2012). The organisations usually evaluate their performance through the physical environment of the workspace and the prevailing knowledge sharing practices.…”

Section: Learning Culturementioning

confidence: 99%

Impact of organisational practices on knowledge sharing: an empirical study

Alshamsi

Ajmal

Khan

2017

IJKL

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The primary motive behind this study is to enhance understanding of the relationship between organisational practices and knowledge sharing among employees. A quantitative approach is used to examine the relationship between organisational practices and knowledge sharing among the employees in an organisation. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were used to assess the impact of organisational practices on knowledge sharing by selecting an appropriate conceptual model that fits the study premise and results in better findings. The outcome of this research clarifies that organisational practices, such as collaboration, learning cultures, and management support, significantly impact knowledge sharing among employees at the workplace. This study can improve an organisation's understanding of the internal culture enhancement in regard to organisational practices, collaboration, management support, and learning cultures, affect knowledge sharing among employees. Moreover, this study can help an organisation create effective strategies to develop knowledge sharing mechanisms in their organisations.

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“…When training involves learners making some contribution to a training forum, audio input resulted in increased learner perception of usefulness and ease of use, both of which are significant factors for adoption of mobile learning (Chang, 2010). Little (2012) and Ramsay and Terras (2012) suggested best practices in m-learning design and deployment while presenting some challenges. The first challenge is that mobile learners need superior focus and attentional control in order to be effective learners in physical environments that may not be conducive to learning.…”

Section: International Journal Of Learning and Developmentmentioning

confidence: 99%

Organizational Training Modalities: Investigating the Impact of Learner Preference on Performance

Paul¹

2016

IJLD

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AbstractEmployee training is a strategic business investment, a manifestation of firms’ commitment to improve service, operations, career development, and employee performance. Traditionally, training has been delivered in a face-to-face format. However, new training modalities of e-learning and mobile learning have emerged. Managers and workforce training professionals often face the challenge of selecting training modes that are economical, convenient, effective, and in the format preferred by the employees. The objective of this study was to evaluate whether learner preference for a training modality impacts the learners’ training performance.A group of 103 study participants completed a workforce training module in one of three training modalities, face-to-face, e-learning, and mobile learning. Study participants completed a four-step experiment, which included a pre-assessment, training intervention, post-assessment, and survey. The research showed that although there was an interaction between training preference and training method on post-assessment performance, there was no significant difference in the training performance of learners who were trained in their preferred method versus those who not trained in their preferred method. This indicates that organizational training and development professionals should base their decision on other factors.Keywords: training, e-learning, mobile learning, workforce development, preference, organizational training, employee training, human resource development

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Effective and efficient mobile learning: issues and tips for developers

Cited by 18 publications

References 0 publications

The Effect of Mobile Learning on Students' Achievement and Conversational Skills

The Effect of Mobile Learning on Students' Achievement and Conversational Skills

Impact of organisational practices on knowledge sharing: an empirical study

Organizational Training Modalities: Investigating the Impact of Learner Preference on Performance

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