Face-to-face collaborative learning supported by mobile phones

Echeverria, Alejandro; Nussbaum, Miguél; Calderon, Juan Felipe; Bravo, C.; Infante, Cristian; Vásquez, Andrea

doi:10.1080/10494820903232943

Cited by 44 publications

(30 citation statements)

References 16 publications

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“…The use of mobile technology can significantly enhance blended learning [9], but can have a major role in also supporting on-campus teaching. Smartphones have been used in educational activities to access course content, acquire information related to students’ performance, and to encourage discussion and sharing between students and teachers [10].…”

Section: Introductionmentioning

confidence: 99%

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

Rung¹,

Warnke²,

Mattheos³

2014

JMIR mHealth uHealth

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BackgroundMobile Internet devices and smartphones have at present a significant potential as learning tools and the development of educational interventions based on smartphones have attracted increasing attention.ObjectiveThe objective of this study was to obtain a deeper insight in the nature of students’ use of smartphones, as well as their attitudes towards educational use of mobile devices in order to design successful teaching interventions.MethodA questionnaire was designed, aiming to investigate the actual daily habitual use, as well as the attitudes of dental students towards smartphones for their university education purposes. The survey was used to collect data from 232 dental students.ResultsOf the 232 respondents, 204 (87.9%) owned a smartphone, and 191 (82.3%) had access to third generation (3G) mobile carriers. The most popular devices were the iPhone and Android. Most of the respondents had intermediate smartphone skills and used smartphones for a number of learning activities. Only 75/232 (32.3%) had specific educational applications installed, while 148/232 (63.7%) used smartphones to access to social media and found it valuable for their education (P<.05). Students accessing social media with their smartphones also showed significantly more advanced skills with smartphones than those who did not (P<.05). There was no significant association between age group, gender, origin, and smartphone skills. There was positive correlation between smartphone skills and students' attitudes toward improving access to learning material (r=.43, P<.05), helping to learn more independently (r=.44, P<.05), and use of smartphones by teaching staff (r=.45, P<.05).ConclusionThe results in this study suggest that students use smartphones and social media for their education even though this technology has not been formally included in the curriculum. This might present an opportunity for educators to design educational methods, activities, and material that are suitable for smartphones and allow students to use this technology, thereby accommodating students’ current diverse learning approaches.

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Section: Introductionmentioning

confidence: 99%

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

Rung¹,

Warnke²,

Mattheos³

2014

JMIR mHealth uHealth

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“…Mobile devices are quickly being adopted in education due the numerous possibilities they offer, such as personalization and collaboration, among others [44]. However, these technologies bring uncertainty.…”

Section: Conclusion and Future Effortsmentioning

confidence: 99%

A Self-Adaptive Multi-Agent System Approach for Collaborative Mobile Learning

Iglesia

Calderon

Weyns

et al. 2015

IEEE Trans. Learning Technol.

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Mobile technologies have emerged as facilitators in the learning process, extending traditional classroom activities. However, engineering mobile learning applications for outdoor usage poses severe challenges. The requirements of these applications are challenging, as many different aspects need to be catered, such as resource access and sharing, communication between peers, group management, activity flow, etc. Robustness is particularly important for learning scenarios to guarantee undisturbed and smooth user experiences, pushing the technological aspects in the background. Despite significant research in the field of mobile learning, very few efforts have focused on collaborative mobile learning requirements from a software engineering perspective. This paper focuses on aspects of the software architecture, aiming to address the challenges related to resource sharing in collaborative mobile learning activities. This includes elements such as autonomy for personal interactive learning, richness for large group collaborative learning (indoor and outdoor), as well as robustness of the learning system. Additionally, we present self-adaptation as a solution to mitigate risks of resource unavailability and organization failures that arise from environment and system dynamism. Our evaluation provides indications regarding the system correctness with respect to resource sharing and collaboration concerns, and offers qualitative evidence of self-adaptation benefits for collaborative mobile learning applications.

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“…In addition, [20] have considered students' capability of using mobile devices features as an important factor for adopting mlearning. In addition, the usability of mobile technology in supporting learning activities is measured and confirmed in [21], taking into consideration device's capability advances and drawbacks. Accordingly, several research works have been conducted to investigate the perceptions of utilizing mlearning within educational environments.…”

Section: Paper Collaborative M-learning Adoption Model: a Case Study mentioning

confidence: 99%

Collaborative M-Learning Adoption Model: A Case Study for Jordan

Alnabhan

Aljaraideh

2014

Int. J. Emerg. Technol. Learn.

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Abstract-This work investigates university students' acceptance and readiness for adopting collaborative and context-aware mobile learning services. An acceptance evaluation study was conducted to identify challenges affecting successful implementation and adoption of collaborative mlearning system. The acceptance study has focused on learning contextual factors and learners requirements available at developing countries, where Jordan was considered as the case of this research. Results have confirmed that learning style, mobile device capability and perceived ease of use are having the most positive contribution towards learners' behavior to use collaborative m-learning services. In light of the achieved results, this work provides a new user acceptance model focused toward the adoption of collaborative m-learning services. Finally, this research draws fundamental recommendations allowing for learning context adaptation and successful collaborative m-learning services implementation.

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Face-to-face collaborative learning supported by mobile phones

Cited by 44 publications

References 16 publications

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

Investigating the Use of Smartphones for Learning Purposes by Australian Dental Students

A Self-Adaptive Multi-Agent System Approach for Collaborative Mobile Learning

Collaborative M-Learning Adoption Model: A Case Study for Jordan

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