Limitations of Mobile Phone Learning

Wang, Shudong; Higgins, Michael

doi:10.1109/wmte.2005.43

Cited by 49 publications

(32 citation statements)

References 2 publications

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“…Mobile learning can provide access to overseas educational content, enabling interaction between individuals that cannot easily communicate face to face, which is thought to enhance the efficiency of education [22]. Unlike conventional learning methods that are limited by space and time, mobile learning is available for use anytime and anywhere, while also enhancing individual learning efficiency on the move [23]. Moreover, mobile learning enables the reuse of educational resources and allows individually optimized learning [24].…”

Section: 3mentioning

confidence: 99%

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Kim

Rha

2018

Int. J. Interact. Mob. Technol.

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Abstract-This study empirically analyzed a survey conducted on South Korean undergraduate students to determine the factors that influence their decision to adopt mobile learning. The consumer typology approach was applied based on their mobile technology readiness, and identified three distinct consumer groups: critical adopters, pro-technology, and ambivalent. Critical adopters were the largest of the three groups, indicating that a significant portion of university students in South Korea might be critical adopters of mobile learning. Compatibility and observability positively influenced the intention to use mobile learning in all consumer groups. In the critical adopter and ambivalent groups, mobile learning resistance had the greatest effect on the intention to use mobile learning, while in the pro-technology group mobile learning selfefficacy had the greatest effect on this intention. Results identified significant differences across consumer groups in the antecedents and consequences of the intention to use mobile learning.

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Section: 3mentioning

confidence: 99%

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Kim

Rha

2018

Int. J. Interact. Mob. Technol.

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“…The most comprehensive and systematic classification of the disadvantages of mobile learning in terms of learners was made by Shudong and Higgins (2005), (Çelik, 2013). The disadvantages of mobile learning are classified as technical, psychological and pedagogical.…”

Section: What Are the Advantages And Disadvantages Of Mobile Learning?mentioning

confidence: 99%

“…Mobile devices have some technical limitations in terms of mobile learning such as online connection status, costs, storage capacities, band width and specific security issues, lack of standardization and compatibility etc. (Shudong & Higgins, 2005;Franklin, 2011;Behera, 2013). Psychological limitations are also important for mobile learning.…”

Section: What Are the Advantages And Disadvantages Of Mobile Learning?mentioning

confidence: 99%

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Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

EroÄlu¹,

Kaya²,

Ãzbek³

2017

Eur. j. soc. sci. educ. res.

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The purpose of research is to determine the usability of mobile learning in undergraduate teacher education. In the first part of the study, researches on mobile learning opportunities in undergraduate teacher education and teacher education are examined. In the second part of the study, infrastructure and readiness for mobile learning of prospective teachers are examined in terms of some variables. The research is designed in survey model. The sample of the research is composed of 454 prospective teachers who study in the 1st and 4th grade of Firat University Faculty of Education. Participant demographic form and the readiness scale for mobile learning developed by Lin, Lin, Yeh and Wang (2016) adapted to Turkish by Gökçeaslan, Solmaz and Kukul (2016) is used as data collection tool. Statistical techniques such as mean, frequency, percentage, t test, one way anova are used in the analysis of the data. The research findings revealed by examining the relevant researches show that mobile learning offers important opportunities for undergraduate teacher education. Prospective teachers have mobile tools necessary for mobile learning and have opportunities access to internet. It is determined that prospective teachers frequently use mobile tools and use mobile tools partially for educational purposes. It is determined that the level of prospective teachers' readiness for mobile learning has partially high ( X = 3.60) and the level of prospective teachers' readiness for mobile learning is not differ according to gender, educational level and department variables. But prospective teachers' readiness for mobile learning differs according to the daily average internet usage time. The results of the research show that mobile learning is an approach that should be taken into account for undergraduate teacher education.

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“…Although implementation studies have taken up the majority of articles published on MALL (Burston, 2013), review studies (e.g., Bax, 2011;Burston, 2014;Chinnery, 2006;Godwin-Jones, 2011;Kukulska-Hulme & Shield, 2007;Shudong & Higgins, 2006) have described and critiqued the approaches taken for MALL implementation, and have also suggested directions for future MALL research and applications. From those studies, findings have shown that despite numerous challenges such as small screen sizes, limited audiovisual quality, limited text message length, virtual keyboarding, limited power, and high costs, the portability and high rate of ownership of mobile devices have provided an impetus for language learners to study or practice with manageable chunks of information in any place on their own time, thereby taking advantage of the convenience of these devices (Chinnery, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis

Park¹,

Slater²

2015

TESL

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In response to the research priorities of members of TESOL (Teachers of English to Speakers of Other Languages), this study investigated language learners' realworld tasks in mobile-assisted language learning (MALL) En réponse aux priorités de recherche des membres de TESOL (enseignement de l'anglais à des apprenants étrangers), cette étude a porté sur les tâches réelles dans le contexte de l'apprentissage mobile des langues pour ensuite éclairer le développement de tâches pédagogiques pour l'anglais académique dans les cours d'anglais langue seconde (ALS). La collecte des données a inclus des entrevues initiales semi-structurées auprès de quatre enseignants d'ALS et quatre étudiants d'ALS à l'université, ainsi qu'une analyse des besoins basée sur les tâches et accomplie en ligne auprès de 23 enseignants d'ALS et 76 étudiants d'ALS dans une université du Midwest des

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Limitations of Mobile Phone Learning

Cited by 49 publications

References 2 publications

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

A Typology of Tasks for Mobile-Assisted Language Learning: Recommendations from a Small-Scale Needs Analysis

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