Mobile Learning (M-Learning) adoption in the Middle East: Lessons learned from the educationally advanced countries

Khan, Asharul Islam; Al-Shihi, Hafedh; Al-Khanjari, Zuhoor; Sarrab, Mohamed

doi:10.1016/j.tele.2015.04.005

Cited by 85 publications

(41 citation statements)

References 29 publications

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“…Muyaroah (2013) menyatakan bahwa pengembangan m-learning efektif digunakan untuk pembelajaran di dalam kelas. Khan, Al-Shihi, Al-khanjari, & Sarrab (2015) menyatakan bahwa m-learning menjadi tantangan terbaru dari perkembangan pendidikan di bidang teknologi dan informasi. Hal ini ditunjukkan bahwa negara maju seperti Korea Selatan, Amerika Serikat, Jepang, Taiwan, Singapura, Malaysia, Uni Eropa dan Australia telah menggunakan perangkat mobile di sektor pendidikan.…”

Section: Pendahuluanunclassified

Pengembangang m-learning untuk mendukung kemandirian dan hasil belajar mata pelajaran Geografi

Rahmawati¹,

Mukminan

2018

jitp

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Penelitian ini bertujuan: (1) menghasilkan m-learning yang dapat digunakan pada pembelajaran mata pelajaran geografi bagi peserta didik kelas X SMA, (2) menghasilkan m-learning yang layak untuk mata pelajaran geografi, (3) mengetahui keefektifan m-learning untuk mata pelajaran geografi, dan (4) mengetahui pengaruh m-learning dalam mendukung kemandirian dan hasil belajar peserta didik. Jenis penelitian ini adalah penelitian dan pengembangan (R&D). Hasil penelitian menunjukkan bahwa (1) m-learning dibuat dengan menggunakan adobe flash cs 5.5. m-learning dikembangkan untuk pokok bahasan Hidrosfer; (2) m-learning telah memenuhi kriteria dan dinyatakan layak sebagai media pembelajaran berdasarkan validasi dengan kategori “baik”; (3) keefektifan pembelajaran geografi lebih baik dengan menggunakan m-learning dibuktikan dengan adanya ketuntasan belajar pada kelas eksperimen; (4) m-learning signifikan mendukung kemandirian dan hasil belajar peserta didik.Kata kunci: m-learning, geografi, kemandirian DEVELOPING MOBILE LEARNING TO SUPPORT INDEPENDENCE AND LEARNING OUTCOMES IN HIGH SCHOOL GEOGRAPHY LESSONAbstractThe research is aimed at: (1) producing m-learning that can be used in teaching geography subjects for students of class X SMA, (2) producing proper m-learning for Geography lesson, (3) finding out the effectiveness of m-learning in Geography lesson, and (4) detecting the m-learning effect in Geography lesson to support independent and outcomes of learning for students. This is a Research and Development type of research. The results show that: (1) m-learning designed with adobe flash cs 5.5 application is suitable for Hidrosfer lesson topic; (2) m-learning for Geography lesson has met the criteria and considered to be a proper learning media due to the fact that the validation categorizes it as “good”; (3) geography better learning effectiveness by using m-learning is evidenced by student’s mastery learning in the experimental class, and (4) m-learning geography subjects support the independence and learning outcomes of students.Keywords: m-learning, geography, independent learning

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Section: Pendahuluanunclassified

Pengembangang m-learning untuk mendukung kemandirian dan hasil belajar mata pelajaran Geografi

Rahmawati¹,

Mukminan

2018

jitp

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“…In this context, infrastructure and readiness of prospective teachers for mobile learning are examined. Mobile learning infrastructure defines network devices, accessibility and availability of internet to learners and its important for mobile learning (Khan et al, 2015). Mobile tools that prospective teachers have, internet access status, daily average internet usage time and mobile devices usage in lessons for educational purpose are investigated in the context of infrastructure for mobile learning.…”

Section: Mobile Learning In Teacher Educationmentioning

confidence: 99%

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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“…Interviews were performed in different settings and locations chosen by the participants and with respect for each university, as shown in Table III. Classification distributed among different stages based on the derived results. The following table shows the categories and stages that are defined by CBAM-LoU tool [1], [13].…”

Section: Methodsmentioning

confidence: 99%

“…The Saudi government is highly concerned to diversify the national economy and reduce oil dependency, and establishing a knowledge-based service economy is a key to this. Thus, more interest has been targeted to investing in IT and m-learning projects for Saudi educational institutions [1]. These range from simple SMS services for individuals and groups to complex operations that related to managing students and distributing learning materials.…”

Section: Introductionmentioning

confidence: 99%

Evaluating M-Learning in Saudi Arabia Universities using Concerns-Based Adoption Model Level of use Framework

Masarweh¹

2018

ijacsa

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Mobile Learning (M-Learning) adoption in the Middle East: Lessons learned from the educationally advanced countries

Cited by 85 publications

References 29 publications

Pengembangang m-learning untuk mendukung kemandirian dan hasil belajar mata pelajaran Geografi

Pengembangang m-learning untuk mendukung kemandirian dan hasil belajar mata pelajaran Geografi

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

Evaluating M-Learning in Saudi Arabia Universities using Concerns-Based Adoption Model Level of use Framework

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