M-learning Projects Research Articles

Development and usability testing of an educational mobile learning app for climate change and health impacts

Abstract Objectives Mobile applications, social media platforms are changing Internet user behavior; creating a new era of education in a connected world. We have previously reported training needs of health providers in the Climate Change. Aim is to develop and test an Android® mobile app as an effective smart learning environment for climate change health impacts. Methods The quasi-experimental design method was used in five phases: easy-to-reach, rich content Mobile app design and development for Android® operating system, scale development, finalizing scales to be used, implementation, data collection, analysis. Dependent t-test of pre-test and post-test awareness scores was analyzed. Usability and satisfaction were assessed with two scales; quantitative data with descriptive statistics. Results The developed Mobile app was effective in enhancing students’ learning experience, and well-received in terms of adopting and using such technology for educational purposes. Pre-test and post-test scores different statistically (p<0.05); increasing participants’ awareness level and were satisfied. Conclusions We conclude that our Mobile app, m-learning project, is successfully incorporated into the learning context; when tested, raised awareness about climate change and health effects for the public. To our knowledge, no currently existing tool to provide new mobile application for climate change education and promote awareness exists.

Voices of youth in reconceptualising and repositioning the role of mobile learning for sustainable development

ABSTRACT This qualitative study explores youth’ perception of opportunities for mobile learning (M-Learning) as a means to achieve Sustainable Development Goals (SDGs). Data were collected through the qualitative case study of a M-Learning project called the 8th e-ICON World Contest hosted by Korean Ministry of Education and the Hawaii Department of Education. Drawing on youth’ insights and their knowledge as a basis for exploring the potential of M-Learning, the study recommends three areas for the integration of M-Learning with a view to achieving SDGs as follows: (1) M-Learning for improving access to education; (2) M-Learning for improving the quality of education; (3) M-Learning for building and scaling up collective partnership. The study also confirms that youth could play an active role in utilising opportunities of M-Learning to address the current educational development agenda and suggests how M-Learning can be conceptualized as a development intervention.

The role of tablets in accessing information throughout undergraduate medical education in Botswana

BackgroundMobile learning (mLearning) uses wireless networks and mobile devices to expand physician trainees’ and healthcare providers’ access to and exchange of medical information. Opportunities to increase implementation and expand use of mobile devices to support health care information access and delivery in Africa are vast, but the rapid growth of mLearning has caused project implementation to outpace objective measurement of impact. This study makes a contribution to the existing body of literature regarding mLearning implementation in Africa through its focus on the use of smart devices (tablets) in undergraduate medical education and medical students’ perceptions of the effects on their learning environment. Materials and methodsThe population of this prospective mixed-methods study consisted of 82 undergraduate medical students (45 third year and 37 fourth year) at the University of Botswana Faculty of Medicine. They received tablets in the earliest phase of the mLearning project implementation (between November 2012 and January 2013), when they were in the third and fourth year of their medical training. Usage of the tablets was assessed both quantitatively and qualitatively, through both application usage tracking and focus groups. ResultsBased on application usage data and coding and analysis of focus group discussions, undergraduate medical students indicated that tablets were useful in their medical education, allowing them continual access to information and opportunities for communication. Participants noted that the primary barrier to use of tablets was the lack of mobile cellular Internet beyond the Wi-Fi zones at the training sites. Moreover, participants offered suggestions for improvements to the implementation process. ConclusionsEven in resource-limited settings where Internet access can be unreliable and intermittent, the adoption of tablets can have benefits to medical education by providing consistent access to extensive and current medical information resources. This study highlights the value of clinical resources with offline functionality, with or without consistent access to the Internet. There is also the potential for optimizing the use of tablets through improved training and technical support.

A Frame for the Literature on M-learning

This study attempts to find out overall aspects that have been considered in various mobile learning researches and projects. A systematic review of literature was carried out on the mobile learning domain that emphasized on scale, purposes, methods and type of used m-learning applications as well as school levels they have been implemented. Engagement of students, just–in-time learning were among the most frequently considered issues for selecting instructional methods in m-learning projects while inquiry-based learning is the most common method of instruction which is followed by game-based learning. It is revealed that cellphones and smartphones were the most frequently used devices for applying m-learning while m-learning has been considered dominantly for K12 environments rather than higher education.

An m-learning framework for ERP systems in higher education

Purpose – The purpose of this paper is to investigate the factors of m-learning approaches which can be used for enterprise resource planning (ERP) system training and to propose a theoretical framework for m-learning of ERP systems. Design/methodology/approach – A literature review of several theories relating to success factors for mobile learning (m-learning) and electronic learning (e-learning) are analysed and a theoretical framework of success factors for m-learning of ERP systems is proposed. Two field studies are undertaken to identify the features of e-learning and m-learning systems which users enjoyed and which related to the factors identified in the theoretical framework. The technology acceptance model (TAM) was used to evaluate the acceptance, usefulness and perceived ease of use (PEOU) of the two systems evaluated in the field study, the openSAP e-learning application and the SAP Learn Now m-learning application. Findings – The results confirmed several of the theoretical elements identified in the framework and the m-learning system was rated positively for PEOU and perceived usefulness (PU). The findings confirmed other studies showing the importance of the quality of course content in e-learning and m-learning projects. Research limitations/implications – The empirical study was limited to a small number of participants in higher education. However, a deeper understanding of the factors influencing m-learning for ERP systems was obtained. Practical implications – The study provides a valuable practical contribution because the framework can be used in the improved design of an ERP m-learning approach, which in turn can lead to an improvement in ERP training and education programmes and ultimately ERP project success. Originality/value – Several studies propose the use of m-learning systems. However, research related to the factors impacting on m-learning projects for ERP system training is limited. The paper presents original work and the results provide a valuable contribution to several theories of m-learning.

Tablets (iPad) for M-Learning in the Context of Social Constructivism to Institute an Effective Learning Environment

With the proliferation of mobile devices, educational institutions have experimented with various mobile devices to implement mobile learning (M-Learning). Mobile devices have been used to facilitate, support, and enhance and extend the reach of teaching and learning. Although there are very few empirically evaluated studies on M-Learning projects, these studies reported that mobile devices brought a transformation to the educational process. To be able to view M-Learning as a rich, collaborative and conversational experience, whether in the classroom or outside we need good mobile applications. Studies have revealed that effective learning happens when teachers and learners are actively participating in the knowledge building process. Therefore, there is a need for applications that create effective learning environments which are learner-centred, knowledge-centred, assessment-centred and community-centred.

Collaborative Situated Active Mobile learning strategies: a new perspective on effective mobile learning

Effective instructional design is not a haphazard affair: careful attention must be paid to the selection of instructional strategies that fit with the objectives of the learning activities, and with the needs of the learners. The same principle holds true in the case of mobile learning (mLearning). Mobile devices should not be used for their own sake; rather, they should be drawn upon as a resource to facilitate a desired learning strategy. The selection of a learning strategy must not simply feel like a good design choice: strategic decision making must be based upon sound learning theory and evidence of efficacy from educational research. This paper proposes a new term: Collaborative Situated Active mLearning (CSAM). CSAM represents a synthesis of established learning theories and analytical frameworks in order to provide practical guidance to front-line mLearning instructional designers. The theoretical foundations of CSAM are presented, along with examples of mLearning projects from the Gulf region that represent effective application of CSAM strategies.

Survey and analysis of current mobile learning applications and technologies

Distance learning, electronic learning, and mobile learning offer content, methods, and technologies that decrease the limitations of traditional education. Mobile learning (m-learning) is an extension of distance education, supported by mobile devices equipped with wireless technologies. It is an emerging learning model and process that requires new forms of teaching, learning, contents, and dynamics between actors. In order to ascertain the current state of knowledge and research, an extensive review of the literature in m-learning has been undertaken to identify and harness potential factors and gaps in implementation. This article provides a critical analysis of m-learning projects and related literature, presenting the findings of this aforementioned analysis. It seeks to facilitate the inquiry into the following question: “What is possible in m-learning using recent technologies?” The analysis will be divided into two main parts: applications from the recent online mobile stores and operating system standalone applications.

IPadagogy: appropriating the iPad within pedagogical contexts

This paper critiques eight m-learning projects, including four m-learning projects using iPads in 2010 followed by a further four iPad projects in 2011. Using an action research methodology, the authors explore the impact of the integration of the m-learning projects on the pedagogical approaches of these courses. The eight iPad projects present different approaches to the integration of the iPad within a variety of educational contexts. The projects were informed by six critical success factors identified from thirty m-learning projects between 2006 and 2010, and illustrate the potential for the iPad to become a pedagogical game changer.

Secrets of mlearning failures: confronting reality

Having implemented and evaluated over 35 mlearning projects in a variety of contexts in higher education over the past 6 years the researcher is ready to share the untold secret: not all mlearning projects succeed! This article critiques three of the researcher’s mlearning projects that can be classed as ‘‘failures’’ and compares them to successful projects to draw out critical implications for mlearning project design and implementation to avoid common pitfalls leading to potential project failure. This article uses the researcher’s six critical success factors identified across the 35 mlearning projects to evaluate these three projects, and concludes that projects resulting in ‘‘no significant difference’’ in pedagogical outcomes are the result of attempts to shoehorn old pedagogies into new technologies. Lecturer professional development and sustained collaborative support are critical to fostering new pedagogies utilising the unique affordances of mobile devices.Keywords: mlearning; pedagogy; heutagogy(Published: 30 August 2012)http://dx.doi.org/10.3402/rlt.v20i0.19186

An mLearning Journey

This paper discusses six critical success factors for mobile Web 2.0 implementation identified throughout fifteen mLearning action research projects (cycles) carried out and evaluated between 2006 and 2009. The paper briefly outlines the implications of each of the five learning contexts involved in the projects in light of these critical success factors. The resultant developments of strategies for future mLearning projects in 2010 and beyond are also briefly discussed.

Research Ethics in the Mobile Learning Environment (MoLE) m-Learning Project

About the authors *IntroductionThis research paper discusses the Mobile Learning Environment (MoLE) Project, a unique and ambitious effort sponsored by the U.S. Department of Defense’s Coalition Warfare Program (CWP) in partnership with over twenty na

Reflections on 4 Years of mLearning Implementation (2007-2010)

This paper provides a comparative analysis of five mlearning case studies involving 4 years of action research mlearning projects. The projects investigated the potential of mobile web 2.0 tools to facilitate social constructivist learning environments across multiple learning contexts. Highlighted are the design framework, identified critical success factors, and implementation strategy developed from the thirteen mlearning projects undertaken between 2007 and 2009, with an analysis of the eight 2009 projects and their subsequent adaptation in 2010. The projects illustrate the impact of mlearning supported by sustained interaction via communities of practice facilitating pedagogical shifts from teacher-directed to student-generated content and student-generated contexts.

Supporting and Enhancing Undergraduate Learning with m-learning tools

New undergraduate students face a variety of challenges associated with making the transition to higher education (HE), including the removal of structures provided by the regulations and syllabus in schools and colleges, and family support. Academic demands, expositive teaching approaches, reduced interaction or personal contact with tutors, and a requirement for independent study can result in a difficult first semester for some students. The latest generation of undergraduates live and have grown up in a highly connected world which, it is claimed, causes them to develop fundamentally different ways of thinking and information processing from their predecessors. For example, today's students are thought of as inhabiting a complex array of communication networks mediated by an evolving ecology of mobile and non-mobile devices. The 'niche' occupied by the mobile phone is of particular interest owing to its prevalence across the student population and the growing functionality that they support.It is claimed that mobile learning (m-learning) opportunities can offer alternative or complementary modes of learning that more closely match these students' preferences Many pilot or demonstrator (proof of concept) m-learning projects have illuminated the potential for mobile devices to support learning and change in HE approaches. Typically these might involve the use of high specification devices running specialist software packages and/or focus on using mobile devices as part of highly student centred learning experiences located remote from more traditional learning contexts. Few studies have explored how to harness existing infrastructures of personal mobile devices or the protocols of social communication for academic purposes. Furthermore, little is known about how mobile mediated communication might compliment more traditional learning and teaching contexts (e.g. lectures, seminars and more recently and increasingly, Virtual Learning Environments (VLEs)). This paper seeks to add knowledge in these areas by reporting and reflecting on a case study which investigates how the academic and personal development of first year students (n=81) on an undergraduate sports education degree can be supported and enhanced by m-learning. Drawing on Moore's theory of transactional distance we aimed to reduced the 'distance' between tutor and students and students and the course content. More specifically, by structuring inter-session study time using group learning activities we sought to establish learning networks that more effectively support the student experience on a core unit of study. In addition, we sought to harness the communication cultures and skills of these 'digital native'students, using mobile phones and SMS. We review findings from a student survey about the extent of mobile phone ownership, the capability of the devices, the range of contracts, and student views about the potential use of their phones as tools for learning. The survey informed the initial design of a set of group learning activities giving structure to out-of-session study while facilitating greater connectivity between the students and their course, and between the students and the tutor. Asynchronous tools (forums and wikis) in the VLE were used in concert with mobile communication, managed through a bulk texting service. We report on the outcomes of our formative and summative evaluations which yielded both qualitative and quantitative data from a variety of sources: focus groups, an online discussion forum, student questionnaire, access statistics from the Moodle VLE and bulktexting service, and the tutor's reflective journal. We discuss our early findings linked to the outcomes of our evaluation, specifically three key issues: how texting can support student time management; how the SMS communication can extend the tutor's voice; and to what extent we were successful in appropriating students' personal mobile communication infrastructures. Finally we discuss how this study addresses some of the challenges associated with the perceived increase in transactional distance caused by physical, cognitive and digital remoteness between students and their teachers.

Innovazione nel mobile learning

Description, from a European perspective, innovation in the field of mobile learning usability 'of mobile learning in educational contexts. Discusses the main European m-learning projects and examines the pedagogical and theoretical perspectives to the field.

MOBILE LEARNING APPLICATIONS FOR EDUCATION IN MEDICINE AND DENTISTRY

The increasing technical capabilities as well as the wide distribution of mobile devices challenge educational institutions to develop appropriate concepts and applications of mobile learning. In this article, didactical and usability aspects, results and experiences of the first stage of an mLearning project in medical education will be described in detail. Within this project, a multimedia-based course-unit was created for use with personal digital assistants (PDAs) in the context of the medical student's physical examination course. In addition, the effectiveness of video support is considered important in the field of education in medicine and dentistry. By using simple software tools, existing video clips in different video formats can easily be converted for use on a PDA.