Abstract:This paper describes and discusses two issues which limit the delivery of mobile learning from assisting in disseminating course and module information to higher education students. The concept of delivering information to support learning is designed to augment their engagement with their subject areas and ultimately enhance their learning experience by allowing for increased flexibility in their access to learning materials. The paper concentrates on both the infrastructural and sociological issues associate… Show more
“…In spite of the rapid pace of technological innovation, the available tools still pose barriers to mobile learning ( Figure 4 ), key barriers can be categorized into three groups, which are 1) technology-related problems ( Frank and Kapila, 2017 ; Jarrahi et al., 2017 ; Masters et al., 2016 ; Zhang et al., 2016 ), 2) basic skills in using mobile devices ( Crane et al., 2011 ; Jeno et al., 2017 ; Mori and Harada, 2010 ; Thomas and Fellowes, 2016 ), and 3) instructors’ attitude towards applying mobile devices in education ( Gikas and Grant, 2013 ; Pimmer et al., 2013 ). Figure 4 Barriers of mobile learning.…”
Section: Resultsmentioning
confidence: 99%
“…The technology-related problems include factors like the stability of Internet connections, appropriateness of keyboard and screen size, and distractions during learning through mobile devices ( Crane et al., 2011 ; Gu et al., 2011 ; Heflin et al., 2017 ; Jeno et al., 2017 ; Masters et al., 2016 ; Scott et al., 2017 ; So, 2016 ). Another challenge that learners face is the network security of free Wi-Fi in public places ( Masters et al., 2016 ).…”
Mobile devices are not only a tool for communication, but also a powerful instrument for the economy, mass communication, and learning. Because the use of mobile devices and the Internet is growing rapidly, these tools are increasingly being utilized in learning and instruction. It is therefore important to investigate how mobile devices can be applied in learning. This article focuses on analyzing the features of mobile learning as well as the barriers and influencing factors of using mobile devices in learning. It pays particular attention to clarifying the factors, techniques, and strategies that enhance learners' experiences in using mobile devices. It reports a systematic review that examined studies published in 2006–2018 containing the keywords “mobile learning” “m-learning”, “undergraduate students” and/or “higher education.” The results of the review indicated mobile devices can be used as learning tools for tasks such as submitting homework, reflecting on immediate learning experiences, and sharing ideas. Instructors should consider three main components in mobile learning: learners' and instructors’ readiness, learning management and supporting systems.
“…In spite of the rapid pace of technological innovation, the available tools still pose barriers to mobile learning ( Figure 4 ), key barriers can be categorized into three groups, which are 1) technology-related problems ( Frank and Kapila, 2017 ; Jarrahi et al., 2017 ; Masters et al., 2016 ; Zhang et al., 2016 ), 2) basic skills in using mobile devices ( Crane et al., 2011 ; Jeno et al., 2017 ; Mori and Harada, 2010 ; Thomas and Fellowes, 2016 ), and 3) instructors’ attitude towards applying mobile devices in education ( Gikas and Grant, 2013 ; Pimmer et al., 2013 ). Figure 4 Barriers of mobile learning.…”
Section: Resultsmentioning
confidence: 99%
“…The technology-related problems include factors like the stability of Internet connections, appropriateness of keyboard and screen size, and distractions during learning through mobile devices ( Crane et al., 2011 ; Gu et al., 2011 ; Heflin et al., 2017 ; Jeno et al., 2017 ; Masters et al., 2016 ; Scott et al., 2017 ; So, 2016 ). Another challenge that learners face is the network security of free Wi-Fi in public places ( Masters et al., 2016 ).…”
Mobile devices are not only a tool for communication, but also a powerful instrument for the economy, mass communication, and learning. Because the use of mobile devices and the Internet is growing rapidly, these tools are increasingly being utilized in learning and instruction. It is therefore important to investigate how mobile devices can be applied in learning. This article focuses on analyzing the features of mobile learning as well as the barriers and influencing factors of using mobile devices in learning. It pays particular attention to clarifying the factors, techniques, and strategies that enhance learners' experiences in using mobile devices. It reports a systematic review that examined studies published in 2006–2018 containing the keywords “mobile learning” “m-learning”, “undergraduate students” and/or “higher education.” The results of the review indicated mobile devices can be used as learning tools for tasks such as submitting homework, reflecting on immediate learning experiences, and sharing ideas. Instructors should consider three main components in mobile learning: learners' and instructors’ readiness, learning management and supporting systems.
“…With both RSS and Twitter becoming increasingly popular they are integrated into online-conscious students' lives; both have their respective benefits and drawbacks, but ultimately they share a basic underpinning; both aim to deliver information to an audience in a concise, compendious manner. Previous work has found that students prefer to receive synoptic, timely information which is of benefit and relevance to themselves (Crane & Benachour, 2010). With users increasingly preferring dynamic updates which optimize access to relevant and well informed information; RSS has previously been an obvious choice.…”
This paper describes the development of two mobile applications to disseminate course and module information to university students by sending notifications and electronic updates to their mobile devices. The two mobile applications are based on RSS and Twitter and provide notifications to users which are similar in format and transmission mode to these Web 2.0 entities. The aim of this study is to understand the potential benefits of using the mobile applications as assistive technologies to the existing virtual learning environment. The study uses the ARCS model of motivational design and instruction theory (attention, relevance, confidence, satisfaction) as a tool to enhance students’ experience and their subject engagement. User feedback revealed that although users were given flexibility with regards to temporal updates, they preferred temporal updates at specific times and not in real time. A lack of wireless access in some areas commonly used by students proved a further limitation.
“…One major issue for using Smartphones to access VLEs is the network coverage and infrastructure of the universities wireless network [6]. As well as the cost of using own network bandwidth to download academic materials.…”
Section: Introductionmentioning
confidence: 99%
“…As for engaging students in higher education, developing an environment that engage student with university or using m-learning environment is a challenge; not only for infrastructure network limitation, but students consider their mobiles as a personal device. In fact, student having mobiles as the ultimate personal device means there is a strong sense of personal space which limits their perception of using them to engage with academic practices [6]. In this paper, we present an environment that aim to ease the process of gaining all needed information for students for them to be engaged with their university.…”
This paper presents an approach to enhance students’ engagement with their university, as well as assisting them in understanding their current academic state by using mobile technologies. This approach simplifies the presentation, awareness of university rules and regulation in regards to graduation requirements, in credit hour system, through the development of a friendly mobile environment called UniApp. A test case is presented of an interactive mobile learning (m-learning) environment in higher education institutions that adhere to university rules and regulations. Normally, students login frequently to their university account in order to use some of the provided facilities, such as marks and registered modules. However, students need to be aware of what they are studying and what learning outcome they need to achieve. They also need to be aware of how this can benefit them in completing their major, as well as having an enjoyable learning experience
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