Review of Mobile Learning Trends 2010-2015: A Meta-Analysis

This thesis reports on three years of action research mlearning (mobile learning) projects encompassing five different courses, forming five case studies spanning from one to three years of implementation and refinement. The five case studies involved thirteen mlearning projects undertaken between 2007 and 2009 with a total of 280 participants. The aim of the research was to investigate the potential of mobile web 2.0 tools to facilitate social constructivist learning across multiple learning contexts, including: both formal and informal, geographically disperse, synchronously and asynchronously. The research focused upon the use of smartphones termed Wireless Mobile Devices (WMDs), coupled with mobile formatted web 2.0 social software. The research used a participatory action research methodology, and based its pedagogical decisions upon the foundation of social constructivist learning theory. This thesis captures the learning journeys of the researcher and participants as they moved from initial skepticism to personal appropriation of the new technologies. Highlighting the ontological shifts required for integrating the unique affordances of these mobile web 2.0 technologies into the participants’ pedagogical practice and courses. Resulting in enabling collaborative learning environments that bridge multiple contexts. The research led to the development of an intentional community of practice model for lecturer professional development and scaffolding student learning. A resultant pedagogical design framework was established. Critical success factors were identified, and an implementation strategy for the integration of mlearning within tertiary education was developed. The research provides an example of action- research informed institutional change. This change involved the development of strategies that embed the purposeful appropriation of student-owned WMDs enabling social constructivist pedagogy. The mlearning projects have driven a reconceptualisation of teaching and learning across several courses within the institution. Additionally the thesis explores and extends emergent critical practice-based mlearning literature. The research adds the insights of a significant longitudinal study to the relatively new body of knowledge around mlearning.

Introduction. The article examines the problem of digital transformation of higher education. The purpose of the study is to identify the specifics of the new paradigm of higher education in the context of its digitalization. Materials and Methods. The methodology of scientific research consists of phenomenological, philosophical and anthropological approaches and the principle of correlation, which allow us to consider the problem under study in the context of substantiating a new paradigm of higher education, identifying its specifics. The research methods include a comparative analysis of scientific theories and concepts, which allows to reveal the opportunities and risks of digital education in the international field, as well as synthesis and generalization. Following the paradigm approach makes it possible to explain addressing the interpretation of the new educational paradigm. Results. The authors consider the problem of digital education, defined as a change in the relationship between a person and digital technologies, on the one hand, and as the development of a relationship between a person and a cultural and communication environment, on the other hand. The specifics of the new (techno-anthropo-oriented) paradigm of higher education in the context of its digitalization are revealed. The new paradigm is a reflection that demonstrates the interaction of a person with the technological environment; its content is the cultural and communication environment where a new type of dialogue is formed on the basis of practice. Within the new paradigm, a person who creates meaning appears as a creator of themselves and the meaning of cultural communication by means of digital technologies. The techno-cultural function of the paradigm allows to act in the educational process of value-semantic and digital cultural-instrumental practices. The authors argue that in the new paradigm of education, a person surrounded by technology is focused on a new type of dialogue, strives to possess digital culture, to be its member and creator. Conclusions. The authors summarize the characteristic features of the new paradigm of higher education in the context of its digitalization.

Like the state of technology worldwide, the construct of mobile learning is constantly evolving. Mobile learning and remote teaching are gaining momentum and popularity in higher education, but little research has been done to examine their efficacy. With the use of mobile devices both in and out of the classroom becoming more prevalent, it is essential to examine the effectiveness of their use. This study compared the use of mobile learning and remote teaching (teaching content to students outside traditional face-to-face settings) with that of traditional teaching methods. Using mobile devices and social media, this study examined whether social work curriculum could be taught effectively to students outside static online or classroom environments.

This paper elaborates insight details of actual use of mobile devices by law faculties for their day to day activities and their cognizance regarding the usefulness and effectiveness of mobile devices for their teaching, learning and research activities in law colleges and law departments under Shivaji University Kolhapur. The result and the findings of the study divulge that most of the respondents are agree to use and perception of mobile devices the use of mobile devices is convenient and allows flexible learning, the respondents use mobile devices for more than 3 hours in a day. Faculties use mobile devices for more than 3 years. Highest numbers of respondents are using mobile devices for accessing academic information. It is found that the utilization of mobile devices for daily information needs of the faculty for accessing legal information/database and to accessing reference material. Most of the respondents accessing signed subscribed E-journals followed by library websites through their mobile devices. There are some barriers conjointly found i.e. lack of specialized content format and authenticity of e-resources. The findings of the study want solely offer a pathway for law college in effective uses of mobile devices for teaching, learning and research however conjointly facilitate all the law libraries and librarians in exploring mobile devices adoption and usage among the respondents. Keywords: Mobile devices, mobile technology, legal databases, law faculty, Shivaji University Kolhapur Cite this Article Avinash B. Salunkhe. “Use of Mobile Devices by Law Faculty for teaching, learning and research: Special reference to affiliated law Colleges/law departments under Shivaji University, Kolhapur”. Journal of Advancements in Library Sciences. 2019; 6(Special Issue 1): 41s–48s.

We now accept the fact that learning is a lifelong process of keeping abreast of change. And the most pressing task is to teach people how to learn (Peter Drucker). An educator using various technologies in the process of teaching and learning activities that are useful to enhance the effectiveness of teaching and learning in the classroom. Has developed a wide variety of learning strategies from simple to more complex models even complicated and require a lot of tools in its application. In the present era the use of ICT (Information and Communication Technology) in the learning process has become a common and ordinary. ICT use can be made of multimedia teaching materials with the concept of learning by playing fun and developed on an application-based learning mobile learning. The use of mobile devices (mobile device) is very useful to support the learning process and increase flexibility in teaching and learning activities.

Innovation in telecommunication technology develops rapidly and in line with the growth of modern society characteristics that has high mobility, looks for services that are flexible, easy and satisfactorily as well as pursues efficiency in all aspects. Currently, the use of mobile devices such as cell phones, pocket PCs and PDAs (Personal Digital Assistant) has become a common sight in everyday life. Mobile devices which are used commonly, already able to perform data communication via the internet. These developments enable human to develop a learning method based on wireless and cellular technology called mobile learning (m-learning). M-learning is a gateway to the Next Generation Learning (NGL) where people can learn anytime and any where. Of course this can not be separated from the features of the device itself and the facilities provided by the service provider of mobile communication services. This paper will describe how mobile learning content (m-learning) can be accessed through mobile technology devices, including mobile web technology, mobile web programming with ASP.NET, and its development.

The article is devoted to the analysis of the methods of mobile learning in relation to foreign language learning in institutions of higher education and systematization of their practical use. Despite the fact that mobile devices with internet access are becoming more and more widespread among students and teachers, mobile learning, in foreign language learning in particular, is not common in non-linguistic institutions of higher education nowadays. The concepts of «mobile learning», «mobile technologies» have been described. Mobile learning of a foreign language should be understood as a form of learning process organization and control based on the use of mobile communication devices, where students can develop and improve their language skills, form socio-cultural and intercultural competences in order to use a foreign language as a means of communication in the social and professional sphere anywhere and at any time. Mobile technologies involve the use of mobile devices, access to training aids, forms of educational interaction and forms of training materials and tasks. The didactic possibilities of mobile technologies have been considered. They include accessibility by means of mobile devices; the possibility of storing and transmitting information of various formats; the possibility to post comments or make changes to the content; possibility of using them as information resources; the possibility of organizing a network discussion; the possibility to perform group and individual projects. The didactic and methodical functions of mobile technologies when learning foreign language have been presented. The requirements to mobile learning programs and advantages of their using have been covered. The disadvantages and problems of using mobile learning in foreign language learning have been given. Division of practical using methods of mobile learning in relation to foreign language learning in non-linguistic institutions of higher education into five groups has been presented. Each group has been grounded and illustrated with examples.

In novel learning environments, learning systems not only are able to get environmental information through sensing technology to provide adaptive learning resources and information to students, but also help students to conduct interactions with learning communities. In this study, the development potential of digital archives resource into outdoor environmental education is focused with mobile learning-based educational theory. In this study, we adopt Kelly Repertory Grid as the tool for constructing the learners' knowledge mind maps and build the mobile learning system over cloud network to supply the learners to observe the others' learning results. At the same time, Natural Theory, Cone of Experience Theory and Hierarchy Map of Outdoor Education are also introduced to help students complete their learning programs of digital archives of environmental education. And then the learners' beneficial results of consciousness, attitude, and participation are gathered from the system. It makes the learners learn the essence of environmental education, in order to appreciate the valuable resources of nature paid to understand the sustainable ecological coexistence, thus protect the human treasure of natural resources. To verify the feasibility of our approach, the grade five students were invited to participate in the cooperative learning activity. The experimental results show that the effect of mobile community interactive learning is better than the general outdoor learning methods and the cooperative learning theory can improve the efficiency of learners' knowledge effectively. These results interpret the effectiveness of the proposed learning mode and could be referred to other teaching activities in the future.

Due to the swift proliferation of mobile technology, the use of mobile devices, like notebook computers, and mobile phones, as learning tools has offered people the flexibility and convenience to acquire new knowledge anytime and anywhere. In light of this, growing attention has been paid to the critical roles of perceived flexibility advantages in mobile and online learning (Huang et al, 2014). And because of the increasing use of mobile technologies in society and by the younger generation, learners will demand course materials be delivered on mobile technologies to be accessed from anywhere and at any time. At the same time, today’s and tomorrow’s learners will be nomadic and continuously on the move. As learners move from one location to the next, they must be able to use the infrastructure in the different locations to access learning materials. Hence, learning materials must be designed for easy access by the nomadic learners using mobile technology regardless of where they are located and which network infrastructure they are using to access information (Ally, 2007). This paper discusses the following issues: mobile learning and higher education, issues in mobile learning, misconception about mobile learning, and mobile technology and education. Article visualizations:

The basic concepts and legal principles of the formation and implementation of a new paradigm of the educational policy of the European Union are presented. It outlines strategic guidelines for the development and modernization of vocational education due to the main challenges of modern civilization. The principles of implementation are defined and the directions of development of continuous vocational education are characterized. The purpose of the paper is to identify and substantiate system-wide trends in the development of vocational education in the European Union in the context of the implementation of the lifelong education strategy. The article shows the specifics of the organization of continuous education in European countries that are currently leaders in this field and the problems that arise in the way of the implementation of the lifelong education strategy. Determination of mechanisms for regulating continuous education and substantiation of laws that determine the current processes of development of continuous vocational education within the framework of European integration. Methodology of the study is based on the use of a set of methods determined by the peculiarity of the research problem: analysis of domestic and foreign scientific literature, synthesis, systematization, generalization, abstraction, and the interpretative-analytical method, which are used to carry out a theoretical analysis of the source base. Research results. The study determined that the new paradigm of education involves the unification of all sectors of education, industry and economy. The key invariant characteristics of the education system in the European Union countries, on the basis of which it is possible to build a new paradigm of uncertain vocational education are: state responsibility for vocational education, combination of training in classrooms and industrial training and centralized quality control of training through national state standards of vocational training. Practical implications. The use of pedagogical and educational innovations developed in the EU countries for the modernization of continuous vocational education in Ukraine. The ability to develop strategies, forms and content of international cooperation and the development of international projects. Value/originality. The evolutionary nature of changes in the composition and changes in the educational paradigm in the development of vocational education in the EU countries is revealed. Mechanisms have been identified that ensure continuity of development of national vocational education systems and preservation of their cultural uniqueness.

The essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

To take or not to take the laptop or tablet to classes, that is the question

I start from the famous scheme of historical development of our civilization by American sociologist Daniel Bell. He identified 3 main stages of such development: 1)agrarian society; 2)industrial society; 3)post-industrial society. What is the nature of knowledge at each of these stages? In agrarian society knowledge is a kind of sacred access to creation, “participation mystique” in creative activities of god or gods. If we would analyse human nature at this stage, it would be a kind of shift from “biological” to “social” nature. Or, with certain simplification, a “construction of social”. In typical industrial society this shift is successfully completed. Knowledge here is an opportunity to create and to expand a new world, which is relevant to social nature of human beings. In post-industrial society knowledge is a kind of access to “creation of creation”(or, if we use the popular term of Jean Baudrillard, creation of “simulacrums of simulation”). At this stage we have a kind of shift from “social” to “virtual” nature of human beings. This shift is enforced by expanding of Internet and modern (or postmodern) information and communication technologies. We could also call this knowledge “incomplete knowledge”, because in contemporary civilization future has a kind of ontological priority over the past and, even, over the present. The numerous literature on innovations and their crucial role in contemporary world helps to support this argument. And here we come to the necessity of creation of new paradigm of education, which would reflect these changes of nature of knowledge and human nature together with the other important attributes of nowadays reality (for example, the phenomenon of “overcoming the national” and “origin of the global” is specially interesting for me). I want to identify the main features of this new paradigm of education in my presentation.

Mobile learning (m-learning) is the field of research that investigates how the use of mobile devices can contribute to learning. This study considers that mobile phones, due to their popularization and related technological advances, may contribute to educational practices. Therefore, this article presents and examines tools for developing educational resources for mobile phones. Thus, after presenting different aspects related to m-learning, the paper describes and analyzes some tools found in MLE-Moodle. This is a plugin that extends the functionality of the virtual environment Moodle for mobile phones. In addition, the study presents MyMLE and Mobile Study, programs that enable the preparation of materials for mobile phones.

In recent years, students have shown growing interest in mobile learning and the use of mobile devices for learning English as a foreign language (EFL). However, it appears that further research needs to be undertaken to identify students' use of mobile devices and their attitudes towards them, especially in developing countries. To achieve this aim, three instruments, i.e. questionnaires (n = 345), in-depth semi-structured interviews (n = 128), and non-participant observations (50 sessions), were employed to collect quantitative and qualitative data. The results indicate that Iranian EFL students are generally positive about mobile learning and the use of mobile devices for learning EFL. The perceived benefits of mobile learning comprised opportunities for ubiquitous learning and access to the Internet, use of multimedia in the classroom, and portability. On the contrary, the findings suggest that students might be discouraged from the use of mobile devices due to several perceived impeding factors. The analysis of the data illustrated that Iranian EFL students mainly use mobile devices for non-academic purposes. The majority of students own smartphones and laptops and prefer to use tablet PCs, smartphones, and laptops for language learning. The findings of the observations suggest that even though some Iranian EFL teachers favor the use of mobile devices in the classroom, some of them prevent students from such use. In light of students' proposed strategies to implement mobile learning, the study suggests guidelines to integrate mobile learning in the EFL context of Iran and other similar contexts.