Abstract
The aim of this study was to investigate how high school teachers use different mobile learning strategies in science courses with a blended mobile learning model. A national mobile learning program has been conducted in Taiwan since 2013 for training the teachers in 38 selected high schools to develop teaching plans based on ten mobile learning strategies. It was found that most of the science teachers 40% preferred utilising guided learning in their usual learning activities. Furthermore, video sharing 14% and inquiry-based learning 14% were also conventional learning strategies. In the meantime, 57% of the teachers looked forward to implementing issue-based discussion and project-based learning in their future teaching activities. This finding indicates the gap between the teachers' ability and their expectations. Consequently, it is inferred that implementing mobile learning activities in teaching contexts is feasible and expected. Moreover, additional teacher training programs for mobile learning are required.
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