M-learning in the COVID-19 era: physical vs digital class

Abstract

Emerging technologies, such as the development of the Internet of Things and the transition to smart cities, and innovative handheld devices have led to big changes in many aspects of our lives, while more changes were imminent. Education is also a sector that has undergone huge changes due to the spreading of those devices. Even at the era of feature phones, it started to become clear that portable devices with access to the internet can be used for learning. The process of learning with the use of mobile phones was then in an early stage, due to the limitations of feature phones. Whereas, with the introduction of smartphones, education is expected to be drastically altered in the future, in most parts of the world. New, radical, and controversial in some cases, approaches have been developed, over the past years, in an effort to implement a mobile learning process in real life conditions. Intelligent tutoring systems have had rapid growth, especially in the COVID-19 era, while a significant increase in online courses via social networks has also been noted. This paper focuses on presenting the most important research parameters of m-learning during the last decade, while it also incorporates a novel empirical study in the domain. The utilization of educational data has been taken into consideration and is presented, aiming at ways to improve human interaction in the digital classroom.

A Pilot Study on the Feasibility of Developing and Implementing a Mobile App for the Acquisition of Clinical Knowledge and Competencies by Medical Students Transitioning from Preclinical to Clinical Years

“…On the other hand, it should be noted that when it comes to university staff, the app allows our personnel to follow the students beyond lectures halls and hospital wards, tracking their progress in the acquisition of capacities, and identifying potential problems in specific lectures where students show a poorer performance when answering the multiplechoice question of the app [24]. To wit, the interaction between students and teachers has been highlighted by other authors as one of the most significant parameters to take into account when designing M-Learning solutions [19,28]. Surprisingly, we have not found differences in the perceived utility of the app for improving skills and acquiring knowledge depending on the previous self-reported degree of digital competence, as other authors had previously reported [58].…”

Matematik öğretmenlerinin yüz yüze ve uzaktan eğitimde matematik ders kitabı kullanma sıklığının karşılaştırılması

“…The easy access of different digital platforms or web resources in distance education courses on internet-based video conferencing programs may have reduced the frequency of textbook usage. According to Matzavela and Alepis (2021), intelligent tutoring systems and social networks have had rapid growth in online courses, especially in the COVID-19 era. As a matter of fact, during the Covid -19 pandemic periods, the use of interactive digital resources has become more widespread.…”

Social Media Apps as a Tool for Procedural Learning During COVID-19: Analysis of Tiktok Users

“…While procedural learning is not based on mobile learning, it can be carried out utilizing YouTube, which is accessible via a variety of electronic devices, as well as, of course, movable ones (Lee & Lehto, 2013). Matzavela and Alepis (2021) formed a TAM-based system that was used to explore the use of portable devices by students for primary school teachers. Researchers have used the TAM model to study how users in various sectors accept and embrace technology.…”