Mobile Phones for Teaching and Learning

AlTameemy, Farooq Ahmed Qaid

doi:10.1177/0047239516659754

Cited by 29 publications

(14 citation statements)

References 15 publications

(16 reference statements)

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“…In recent years, researchers have become increasingly interested in mobile-assisted language learning (MALL) studies for online informal learning of English as a foreign language (EFL). The use of mobile devices, such as a smartphone, has been part of people's daily life, the younger generation in particular [1], [2] and this device will probably be still in existence in the foreseeable future [3].…”

Section: Introductionmentioning

confidence: 99%

English as a Foreign Language (EFL) Learners' Predominant Language Use for Online Informal Learning Activities through Smartphones in Indonesian Context

Putrawan¹,

Riadi²

2020

ujer

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In recent years, researchers have become increasingly interested in mobile-assisted language learning (MALL) studies for online informal learning of English as a foreign language (EFL). Smartphones, and other mobile devices, have been used as a powerful tool in informal contexts of learning since that form of technology can help students engage in out-of-class language learning experiences. However, to our knowledge, no research on EFL learners' predominant language use for their online informal learning activities has been conducted in Indonesian context. Therefore, this study attempted to investigate EFL learners' predominant language use for their online informal learning of English through smartphones, in which the data collected were quantitatively analyzed through descriptive statistics. The results indicate that EFL learners predominantly perform their online informal learning activities in Indonesian, in English, and in both Indonesian and English. Finally, suggestions and recommendations for future research are also discussed.

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Section: Introductionmentioning

confidence: 99%

English as a Foreign Language (EFL) Learners' Predominant Language Use for Online Informal Learning Activities through Smartphones in Indonesian Context

Putrawan¹,

Riadi²

2020

ujer

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“…Mobile devices can support the strengthening of different skills inside a classroom, as well as, increasing positive attitudes with regard to the learning process. Researchers have discussed that along with their regular uses, such as sending text messages, surfing the net and using diverse applications, students and teachers have more opportunities to foster learning and make studying more meaningful (AlTameemy, 2017;Bansal & Joshi, 2014;Brett, 2011;Kim, Lee, & Kim, 2014;Vaughan & Lawrence, 2013). Most university students have found these devices are the perfect allies to carry out academic activities due to the new affordances (ubiquity, convenience and connectivity) provided by the mobility (Al-Mukhaini, Al-Qayoudhi, & Al-Badi, 2014; Olufadi, 2015;Terras & Ramsay, 2012;Traxler, 2010).…”

Section: Introductionmentioning

confidence: 99%

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Robles¹,

Guerrero²,

Solano³

et al. 2019

JITE:Research

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Aim/Purpose: The purpose of this study was to analyze the online teacher- students’ interactions using WhatsApp, an instant messaging tool, and to identify the students’ view towards the use of that tool in a law course from a higher education institution in Colombia. Background: WhatsApp is a trending tool that is ultimately being used in academic contexts. However, little research is known on the types of interactions that occur when teachers are involved in student conversation groups. Methodology: This is a mixed- method study. Participants completed an opinion survey in order to establish students’ satisfaction towards the use of WhatsApp to complement face-to- face classes, a focus group to explore in depth the students´ opinions and acceptance of the WhatsApp tool for academic purposes and a chat conversation register to analyze the different types of interactions. The sample included 166 Law students. Contribution: Our contribution is to enrich the current literature on the interactions between teachers and students in a virtual environment where teachers can monitor the different academic tasks, coordinate in real time and analyze the students’ interactions that impact on the students’ ´learning process. Findings: The findings found in this research reveal that the different interactions between students and teachers in order to facilitate learning should be valued not only the relationships of knowledge construction, but also the social and interdependence presences due to the fact that in traditional learning processes they are not usually taken into account. Recommendations for Practitioners: The results of our research give evidence of how students in each subgroup (Plaintiffs, Defendant or Judges) diversify the use of the WhatsApp tool. Whether it is to organize, coordinate meetings, plan work, make quick inquiries, clear doubts, share messages and especially be able to communicate in real time and directly with the teacher, thus facilitating the learning process in the classroom. Recommendation for Researchers: This study identified that law university students appear to have a special preference for the WhatsApp tool, thanks to the immediacy of being able to coordinate tasks and communicate with the teacher, in comparison to using other technological means such as email. We recommend continuing to explore the use of WhatsApp in other different disciplines in order to compare the teacher-student interactions. Impact on Society: The analysis of academic interactions through WhatsApp may lead to further exploration of innovative forms of communication of teachers with their millennial students and new teacher roles to design constructive learning environments. Future Research: Future studies are suggested with regard to this topic and it would be interesting to carry out research work that deeply analyzes the role the instructor plays when participating in a WhatsApp chat group with academic purposes and how it may condition the way students interact.

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“…É necessário inserir o uso dos dispositivos nos currículos de forma planejada, articulada com práticas formativas para os professores. De tal modo, devido ao fato de os aparelhos de telefone serem amplamente apreciados pelos alunos faz com que se tornem potenciais ferramentas para serem adotadas pelas instituições educacionais (ALTAMEEMY, 2017). No que tange ao ensino de Ciências, a inserção de práticas educativas que tenham como aporte o uso das ferramentas móveis tende a contribuir com a diminuição da abstração que certos conceitos científicos possuem.…”

Section: Revisão Bibliográficaunclassified

Avaliação do uso dos dispositivos móveis no ensino de Química por meio da adaptação dos Modelos de Aceitação (TAM) e Ajuste (TTF)

Cardoso

Cleophas

2020

RDE

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Cada vez mais, as tecnologias móveis fazem parte de praticamente todos os contextos atrelados à vida humana. Contudo, quando se analisa o uso dessas tecnologias para o cenário educacional, percebe-se a existência de alguns paradigmas que ainda não foram superados. Este estudo usa o modelo adaptado de aceitação da tecnologia (Technology Acceptance Model - TAM), assim como o de ajuste Tecnologia-Tarefa (Task-Technology Fit –TTF) para examinar a aceitabilidade e ajuste de uma Sequência Didática que proporcionou a inserção da tendência BYOD na sala de aula de Química, por meio do uso de uma estratégia mobile learning que visava aplicar os dispositivos móveis dos alunos, em especial, os smarthones, como aporte ao processo de ensino e aprendizagem. Vale destacar que o estudo utilizou um desenho de investigação misto (qualitativo-quantitativo), e os dados foram coletados utilizando-se um questionário estruturado com alunos da Educação Básica de uma escola pública (N = 89). Os resultados apontam que a inserção das tecnologias móveis no ensino de química de modo planejado em sala de aula agregou benefícios para a aprendizagem dos alunos.

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Mobile Phones for Teaching and Learning

Cited by 29 publications

References 15 publications

English as a Foreign Language (EFL) Learners' Predominant Language Use for Online Informal Learning Activities through Smartphones in Indonesian Context

English as a Foreign Language (EFL) Learners' Predominant Language Use for Online Informal Learning Activities through Smartphones in Indonesian Context

Online Teacher-Students Interactions Using WhatsApp in a Law Course

Avaliação do uso dos dispositivos móveis no ensino de Química por meio da adaptação dos Modelos de Aceitação (TAM) e Ajuste (TTF)

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