Learning with Mobiles in the Digital Age

Traxler, John

doi:10.14712/23362189.2018.860

Cited by 13 publications

(20 citation statements)

References 52 publications

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“…However, ongoing research point to the myriad of potential benefits of integrating mobile phones use for teaching and learning including mobile learning, inquiry-based learning, the use of learning pedagogies such as smart mobile methods TPACK (Ahmad, 2018; Almaiah and Alismaiel, 2019; Kukulska‐Hulme and Viberg, 2018; Traxler, 2018) to stimulate collaboration and engagement.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate mobile phone use in the Caribbean

Ahmad

2019

JRIT

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Purpose The purpose of this paper is to present the results of a survey regarding undergraduate students’ mobile phone usage patterns and its implication for teaching and learning in the Caribbean higher education academic environment. Design/methodology/approach A total of 144 students participated in the survey. The survey method utilized a structured questionnaire design comprising 24 items which was completed by students. A quantitative research methodology was used to analyze the data on student mobile phone usage patterns in an educational setting. Findings The results indicate that students find mobile phones to be an indispensable tool inside and outside the classroom environment. More interestingly, it revealed that despite unique socio-economic factors, students’ mobile phone adoption, usage and perception patterns in a developing country mirror those of their counterparts in developed states. This has profound implications for education policy in the region. Originality/value Little research has been done on students’ mobile phone use in the developing world context. Even less work has been done exploring mobile phone usage patterns of university students in the Caribbean region. Given the similarities with developed states, this paper shares ideas with university management and administration how they can incorporate mobile phone technology into their teaching methods, to enhance the learning experience in the Caribbean and the wider developing world context.

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Section: Introductionmentioning

confidence: 99%

Undergraduate mobile phone use in the Caribbean

Ahmad

2019

JRIT

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“…But the pressures for scale and sustainability, on and from these agencies and ministries, expressed as 'system strengthening' and 'service delivery', reinforced traditional didactic teaching based on schools and content, but not so much on livelong, adult or informal learning, nor for marginal, peripheral or indigenous communities and their languages. Looking at the impact of 'mobile learning' on mother tongues, indigenous cultures and nomadic peoples; or even just those countries, communities and individuals away from the large, the norm and the mainstream, we conclude that 'mobile learning' is skewed away from these countries, communities and individuals, and instead is usually skewed in favour of Anglophone American interests or the global North more generally [39,40].…”

Section: Background: the Established Mobile Learning Paradigmmentioning

confidence: 89%

“…Authors still refine their definitions of 'mobile learning', but our worry is that these all treat learning itself as unchanged and unchallenged [42]. While there is a plethora of different definitions, some key characteristics can be identified, namely that learning can be extended in terms of its reach or catchment and enhanced and enriched in terms of its experience [39] Implicit in these definitions is however little evidence that learning itself is changing as the nature of society changes together with its relation to technology within it. This is a key difference between the established 'mobile learning' paradigm and a world where mobiles, mobility and connectedness change what is learnt, how it is learnt, who it is learnt from, why it is learnt, where it is learnt and how this learning is used and valued, essentially how mobiles, mobility and connectedness change the epistemological foundations of our worlds and cultures.…”

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confidence: 99%

A Critical Review of Mobile Learning: Phoenix, Fossil, Zombie or …..?

Traxler

2021

Education Sciences

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The established mobile learning paradigm is now two decades old; it grew out of the visions and resources of e-learning research communities in universities in the world’s more economically developed regions. Whilst it has clearly been able to demonstrate many practical, pedagogic and conceptual achievements, it is now running out of steam. It has failed to adapt to a world where mobile technologies are pervasive, ubiquitous and intrusive and where people and communities can now own their own learning. This paper looks at the evolution of the established mobile learning paradigm and explores the current global, demographic, social and technical environment in order to develop a new paradigm more suited to the changed and changing realities and priorities. This is mobile learning2.0. The paper looks at the axioms and values of this paradigm and its possible tools and techniques. The treatment is discursive and critical. The paper reimagines the concepts and practices of learning with mobiles. It embraces many significant themes at a high level, including inclusive and equitable education; learning theories and design; pedagogical frameworks and methodologies; digital and media literacies; social media and learning environments; online collaboration and communities; Informal and formal learning.

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“…Biggs and Justice (2011) indicated that it is a learning delivery method using mobile technology. Traxler (2018) highlights mobile learning as any kind of educational facility where handheld or palmtop devices play the sole or dominant role. Andronico et al (2003) highlights that it is any method of learning or teaching and studying which carries out in a mobile environment or with the use of a mobile device, such as smart phones, tablet PCs, etc.…”

Section: Mobile Learningmentioning

confidence: 99%

Critical Success Factors for Performance Oriented M-Learning in Sri Lanka

Dissanayake

Velananda

2020

JESR

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Students engaged with multi tasks commitments demand modern learning environments facilitated with virtual engagements and high-tech contact methods. Thus, they are looking for such technically equipped learning facilities avoiding physical presence where they can learn at anytime and anywhere. The mobile devices provide many facilities for education sector providing execution supports for M-learning. This has reshaped the education model of many countries and institutions. Sri Lanka is an emerging economy and one of the countries in Asia reports higher level of educational priorities. Many of public sector universities and higher educational institutions have adopted M-learning in line with the government educational policies and some international funding options. However, it has attributed with some challenges in terms of strategy, motivation and performances. Thus, critical success factors on M-learning was the main research question addressed by this paper. This paper examines the critical success factors for improving performance-oriented M-Learning concerning nine factors: Perceived Ease of Use, Personal Innovativeness, Perceived Usefulness, Performance Expectancy, Self-Management of Learning, Effort Expectancy, Social influence, Perceived Self Efficacy and Perceived Playfulness. The factors were constructed in relation to the Technology Acceptance Model, the Unified Theory of Acceptance and Use of Technology Model and several other factors from the literature. The main research strategy used was the literature review with some attention given to cases and practices based on Sri Lankan context. Paper discusses different scenarios and cases guiding future research directions. Authors conclude research avenues by highlighting future research directions for the extended studies.

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Learning with Mobiles in the Digital Age

Cited by 13 publications

References 52 publications

Undergraduate mobile phone use in the Caribbean

Undergraduate mobile phone use in the Caribbean

A Critical Review of Mobile Learning: Phoenix, Fossil, Zombie or …..?

Critical Success Factors for Performance Oriented M-Learning in Sri Lanka

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