Abstract
Mobile learning (M-learning) is a new wave in the era of educational technology that provides informal, personal, voluntary and situated learning opportunities for both learners and educators. Mobile-based assessment is one of the emerging technologies that attract many scholars to investigate its effectiveness due to the wide spectrum of its features like portability, interactivity, flexibility, and ubiquity. Based on the surveyed literature, we noticed that there is a lack of studying the students' attitudes towards the utilization of mobile technologies in the context of e-Evaluation. The present study attempts to investigate the students' attitudes towards the utilization of mobile technologies in the e-Evaluation system of instructors. The data was collected through a questionnaire survey from Al Buraimi University College (BUC) in Oman. The total number of participants is 354 students. Findings indicated that 99% of the students own a mobile phone or tablet. Moreover, results indicated a statistically significant difference among the students’ attitudes in terms of their gender where the differences were in favor of male students. In contrast, results revealed no statistically significant differences among the students’ attitudes in terms of their age, degree, and department. Furthermore, other implications and future work are also reported in the study.
Highlights
M-learning motivates both cooperative and individualized learning experiences and provides opportunities for those learners who are not comfortable and convenient with the formal type of learning styles
Surveys were conducted at Al Buraimi University College (BUC) in Oman
In addition to the illustrated descriptive statistics in the research methodology section, our results indicated that 99% of the participants own a mobile phone or tablet
Summary
M-learning motivates both cooperative and individualized learning experiences and provides opportunities for those learners who are not comfortable and convenient with the formal type of learning styles. M-learning systems are well developed for students to acquire their education, researchers reported that it could be further enhanced to acquire better results if there is some kind of systematic approach that could put forward for these systems. In the last few years, an increased number of research studies were conducted to examine the utilization of mobile devices in several sectors; one of them is the higher education [2], [3], [1], [4], [6], [5]. M-learning has a great influence on the students as well as researchers for developing a robust educational infrastructure. The incorporation of mobile gadgets in the educational processes derives a new learning style named m-learning [7]. M-learning supports various dimensions like mobility of technology, mobility of learners, mobility of educators, and mobility of learning [2]
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