The opportunities and challenges in using mobile phones as learning tools for Higher Learning Students in the developing countries: Zanzibar context

Haji, Haji Ali; Shaame, Abdalla; Kombo, Omar Haji

doi:10.1109/afrcon.2013.6757647

Cited by 9 publications

(7 citation statements)

References 7 publications

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“…The results have been encouraging, showing that mobile devices definitely generate motivation to learn [32]. This technology is accessible to individuals, educational systems, and countries where other learning models have failed [61]. The use of mobile devices can intensify, refine, and enrich learning due to the intrinsic characteristics of mobile devices associated with education [67].…”

Section: Motivational Learning (J)mentioning

confidence: 99%

Mobile Learning Technologies for Education: Benefits and Pending Issues

Guerrero-Arias²,

et al. 2021

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Today’s world demands more efficient learning models that allow students to play a more active role in their education. Technology is having an impact on how instruction is delivered and how information is found and share. Until very recently, the educational models encouraged memorization as an essential learning skill. These days, technologies have changed the educational model and access to information. Knowledge is available online, mostly free, and easily accessible. Reading, sharing, listening and, doing are currently necessary skills for education. Mobile devices have become a complete set of applications, support, and help for educational organizations. By conducting an analysis of the behavior and use of mobile devices on current students, efficient educational applications can be developed. Although there are several initiatives for the use of mobile learning in education, there are also issues linked to this technology that must be addressed. In this work, we present the results of a literature review of mobile learning; the findings described are the result of the analysis of several articles obtained in three scientific repositories. This work also lists certain issues that, if properly addressed, can avoid possible complications to the implementation of this technology in education.

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Section: Motivational Learning (J)mentioning

confidence: 99%

Mobile Learning Technologies for Education: Benefits and Pending Issues

Guerrero-Arias²,

et al. 2021

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“…Learning autonomy implies that users should be able to acquire knowledge on their own using MLSs. Prior studies have also shown that this variable is important in the adoption process of MLSs earning, but not on the deferment decision (Haji et al, 2013).…”

Section: Compatibility (Com)-mentioning

confidence: 97%

“…Learning Autonomy (LA)-Learning autonomy allows students and teachers to set their own learning objectives and be fully in charge of their educational progress. Prior studies on MLSs have shown that LA significantly influences the acceptance of MLSs (Haji et al, 2013;Sarrab et al, 2015). H12.…”

Section: Justification Of Independent Variablesmentioning

confidence: 99%

“…If a student or teacher perceives herself as less capable of using MLSs, she will find the system less useful and probably difficult to use. Research has found that students' PSE has significant positive effect on the PEOU of MLSs (Fathema & Sutton, 2013;Haji, Shaame, & Kombo, 2013;Park, Nam, & Cha, 2012 technology (Crompton, Burke, Gregory, & Gräbe, 2016). The prevalence of cheap and interactive social applications suggest that rural secondary students are likely to influence each other and hence the rapid intention to adopt MLSs in rural secondary schools.…”

Section: Justification Of Independent Variablesmentioning

confidence: 99%

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Determinants of Mobile Learning Systems Adoption in Zimbabwe Rural Secondary Schools

Muzurura¹,

Chigora²,

Mutambara³

et al. 2021

International Journal of Education and Practice

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Contribution/Originality:This study show is one of the first to examine the likelihood of adopting or deferring the adoption of MBLs in Zimbabwe's rural secondary schools. Therefore, it contributes to the existing literature on factors that contribute to the adoption of MBLs using unified theory of acceptance and use of technology (UTAUT). INTRODUCTIONIn today's technologically-driven educational landscape, most schools are augmenting traditional teaching and learning processes by adopting mobile based learning systems (MBLs). MBLs are open-ended and systematic educational ecosystems where students and teachers interact using internet-enabled mobile devices such as

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“…Using a policy analysis perspective, Baldreck et al [115] explored the applicability of mobile-centric services in teaching and learning. Haji et al [116] discussed some of the opportunities and challenges in using mobile phones as learning tools for higher learning students in developing countries. e identified opportunities include (a) student-centred learning encouragement as students can access resources according to their needs rather than their teachers or other peoples' involvement and (b) mobility and increased engagement and motivation of learning behaviour.…”

Section: Mobile and E-learning Platforms For Hlis In Africamentioning

confidence: 99%

Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities

Barakabitze

Anangisye

Ainea

et al. 2019

Education Research International

110

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This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and applications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.

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The opportunities and challenges in using mobile phones as learning tools for Higher Learning Students in the developing countries: Zanzibar context

Cited by 9 publications

References 7 publications

Mobile Learning Technologies for Education: Benefits and Pending Issues

Mobile Learning Technologies for Education: Benefits and Pending Issues

Determinants of Mobile Learning Systems Adoption in Zimbabwe Rural Secondary Schools

Transforming African Education Systems in Science, Technology, Engineering, and Mathematics (STEM) Using ICTs: Challenges and Opportunities

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