Mobile Learning: What Guidelines Should We Produce in the Context of Mobile Learning Implementation in the Conflict Area of the Four Southernmost Provinces of Thailand

Abstract

Existing typical room based learning in the four southernmost provinces of Thailand includes several limitations. Physical security is the key issue when making journeys to schools and universities and the destruction of physical buildings also poses concrete limitations to existing room based learning in the affected area. With this phenomenon, the accessibility to physical room based class is problematic and limited. In contrast, the accessibility to mobile networks is getting wider; accessibility to mobile devices is also getting cheaper and easier along the time, thus the investigation on how mobile learning could benefits the learners should be conducted. Consequently the research objectives were constructed which are (1) to estimate the current situation in the four southernmost provinces of Thailand, (2) to identify the limitations of existing room based learning affected by the unrest situation in the area, (3) to explore information from government sources and published papers about mobile technology used in the southernmost provinces of Thailand and (4) to construct initial guidelines and recommendations framework when using mobile technology as a learning environment in the school system of the southernmost provinces of Thailand. In order to achieve these objectives, the literature analysis, focus groups, and semi-structured interviews were conducted. From the analysis of the data collected, it was found that the utilization of mobile technology in the four southernmost provinces of Thailand currently still far behind the idea of what mobile learning technology should be. There are several limitations and thus certain guidelines for the mobile learning implementation should be produced.

Comparative Study on m-Learning Usage Among LIS Students from Hong Kong, Japan and Taiwan

“…Some scholars opine that m-learning simply means learning via mobile devices (Chang, Littman-Quinn, & Kovarik, 2013;Hyman et al, 2014;Stevens & Kitchenham, 2011). Others focus on the mobility of the learner and learning activities (Bajpai, 2011;Binsaleh & Binsaleh, 2013). Thus, many scholars prefer to use the definition provided by the MOBlearn project (O'Malley, Vavoula, Glew, Taylor, Sharples, & Lefrer, 2003), which defines m-learning by incorporating the two major ideas mentioned above, i.e., m-learning is "any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies".…”

“…The pocket-sized mobile devices offer computer-like capabilities and Internet connectivity without restriction of time and venue (Henderson & Chapman, 2012;Little, 2011). These unique features are drawing worldwide attention to the potential of m-learning in transforming the education landscape, as learners are now feasible to access, share and create knowledge anytime and anywhere (Binsaleh & Binsaleh, 2013;Fok, 2012;Hyman, Moser, & Segala, 2014;Koole, McQuilkin, & Ally, 2010). This scenario motivates learners to actively participate in their learning, impelling a change from the traditional knowledge transmission approach to a learner-centered knowledge construction paradigm (Li, Lou, Tseng, & Huang, 2013;Shih, Hwang, Chu, & Chuang, 2011).…”

Exploring User Experience on Mobile Library Service by Cognitive Mapping

“…The elements with the F/P index higher than 1 are shown in Table 2. Previous findings in psychology research showed that people's brains store information in a hieratical structure [6]. Therefore, by revealing the sequence and the times of drawing a specific element, people's cognitive processes can be traced.…”

Analysis of Teachers’ Tablet Teaching Adoption Process

“…Diffusion of tablet teaching entails innovative instructional strategies for planning learning activities to trigger children's curiosity to learn, and motivation to search, explore, use, and communicate with diverse electronic media (Binsaleh & Binsaleh, 2013;Castek & Beach, 2013;Ciampa, 2014). Various approaches to fostering knowledge acquisition have an influence on teachers and children's perceptions in the adoption of tablets in teaching and learning (Binsaleh & Binsaleh, 2013;Blackwell, 2103).…”

“…Facilitation conditions in the adoption process are important. Children's curiosity and motivation to use new media for learning might also have a potential impact on teachers' adoption of tablets in teaching (Binsaleh & Binsaleh, 2013;Castek & Beach, 2013;Ruyter, 2014). Note.…”