M-learning: M-learning Applications, Students Input for M-learning in Science Instruction

Abstract

This study is an attempt to explore availability and functionality of mobile devices among students of using mobile devices in science instructional settings based on student input. By reviewing the relevant literature about m-learning implementations and discussions, several ambiguous or incompletely studied factors are identified. A related survey is developed to gather data about the student needs and views considering the recommendations and findings from the literature. Survey was then administered to preservice science teachers. Findings are analyzed and descriptive statistics and m-learning applications are evaluated on practicality. Some recommendations are put forward based on the conclusions drawn by the results.

Mobile learning practices and preferences a way forward in enhancing dental education learning experience

“…This can be done through web access and sharing of online information and other network resources. [28][29][30] In dental education, students could use the power of the web in the palms of their hand for a variety of learning activities such as question discussion, case presentations, and patient education.…”

“…), to increase the effectiveness of M-learning. [21,30] Finally, it should be acknowledged that the adoption of technology might make little difference to student learning outcomes if teaching is not reconceptualized to promote technology-enhanced learning. [31] In a teacher-student equation model on mobile preferences, it has been noted that while teachers focused on technical issues for delivery, the students are more fixated on the accessibility of richness of learning content.…”

Student use and pedagogical impact of a mobile learning application

“…refs. [9][10][11][12][13][14]). However, student use of mobile applications is equivocal, and is influenced by several factors, including attitudes toward learning, ability to adapt to new technology, and attributes of the instructor directing the use of the technology.…”

Eğitim Bilimleri Araştırmaları- III

“…Online öğrenme platformları, öğrencilerin öğrenme süreçlerine farklı yaklaşımlar ve deneyimler kazandırarak, eğitim-öğretim sürecinde önemli bir rol oynamaktadır. Bu platformlar, geleneksel sınıf ortamlarının kısıtlamalarını ortadan kaldırarak öğrencilerin zaman ve mekan bağımsız bir şekilde öğrenmelerine olanak tanır (Yılmaz & Sanalan, 2011b). Böylece, öğrencilerin iş veya aile gibi diğer sorumlulukları nedeniyle geleneksel sınıflara devam edemeyen öğrenciler için mükemmel bir alternatif sunarlar.…”

“…Ancak, geleneksel öğretim yöntemleri her zaman öğrencileri etkilemek ve Fen'e ilgi duymalarını teşvik etmekte başarılı olamayabilmektedir. Bu soruna çözüm olarak, öğrenciler için daha dinamik ve heyecan verici bir (Yılmaz, 2016;Yılmaz & Sanalan, 2012, 2015a, 2015b .…”