Mobile Learning In Higher Education Research Articles

TRENDS AND PROSPECTS OF MOBILE LEARNING TECHNOLOGY IN EDUCATION

The rapid development of digital technologies has led to the transformation and modernization of the educational process, becoming the basis for significant changes in traditional teaching methods. Today, what is happening in the world – the pandemic – puts at the forefront a fundamental study of the issue of transferring education to digital format. The aim of this study is to present the results of research in the field of application of new technologies in higher education with special attention to mobile learning as a modern innovative approach and to determine the current situation and prospects for the application of mobile technologies in teaching. The authors take mobile learning as a promising vector of digital pedagogy, describe the advantages of using mobile learning technologies in the organization of the educational process and reveal the content of mobile applications in the educational process. The article also touched upon the shortcomings of mobile learning technologies in education. In addition, an overview of the history of mobile learning, an explanation of the term, problems of using mobile technologies in education and the course of its research were presented. Analyzing mobile applications, we present several applications used in training. In the course of the work, the results of a survey conducted to study and analyze the decisive factor for overcoming possible conflicts when using mobile learning in higher education were analyzed.

Features, barriers, and influencing factors of mobile learning in higher education: A systematic review

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.

Factors Affecting Behavioural Intentions in the Use of Mobile Learning in Higher Education

The technological revolution in the recent era is adding up means of learning. The launch of 3G/4G technologies supplementing with the latest applications and software have made mobile devices an effective medium for learning. The portable devices are facilitating the newest trends of learning such as e-learning and online learning. This study aimed to explore factors affecting students’ behavioural intentions regarding the use mobile learning and to investigate the moderating role of age, gender and programs of studies in the use of mobile learning at higher education level. Data were collected from 45 students through a questionnaire. Statistical techniques like frequencies, mean, correlation coefficient, t-test and one-way ANOVA were used to analyze data. It was concluded that all respondents possessed behavioural intentions to learn through mobile devices. There was no significant difference between the behavioural intentions of male and female respondents for using mobile learning. No significant difference was observed in behavioural intensions of respondents from different age groups and respondents enrolled in different programs to use mobile learning. It is recommended that management of higher education may design and implement the use of mobile devices in learning at higher education.

Investigating students' behavioral intention to use mobile learning in higher education in UAE during Coronavirus-19 pandemic

The study explores the impacts of fear emotions on technology adoption by teachers and students during the COVID-19 pandemic. Mobile learning (ML) has been considered an educational, social platform in private and public higher education institutes. Since several fears are connected with COVID-19, this study's key hypotheses are related to how COVID-19 influences Mobile Learning (ML) adoption. Educators, teachers, and students may face some common types of fear in the course of the coronavirus pandemic, such as fear of losing social relationships, fear of educational loss and failure, and fear because of the lockdown of the family in the prevailing circumstances. Different theoretical models, named Expectation-Confirmation Model (ECM) and Technology Acceptance Model (TAM), are combined to develop an integrated model for this study. The proposed model was analyzed with the development of a questionnaire survey. The survey served as a data collection instrument to collect data from students of the University of Sharjah in Sharjah city in the United Arab Emirates (UAE). Three hundred twenty undergraduate students participated in the study. The collected data was evaluated using the partial least squares-structural equation modeling (PLS-SEM). The significant predictors revealed by experimental results included perceived fear, perceived ease of use, expectation confirmation, satisfaction, and perceived usefulness, explaining the intention to use the mobile learning platform. According to our study, teaching and learning can be benefitted to a great extent by the adoption of mobile learning (ML) during this pandemic for educational purposes; however, this process may be negatively affected by the fear of future educational results, fear of losing social relations and fear of stressful family situations. Therefore, appropriate student evaluation may be conducted to overcome the emotional distress caused by the pandemic effectively.

Mobile Learning in Higher Education: A Bibliometric Review

<span style="line-height: 107%; font-family: 'Times New Roman',serif; font-size: 10pt; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Changing habits leads to changes in ways of learning and teaching. The widespread use of smartphones appears as an opportunity and at the same time as a need for adoption in higher education institutions. The purpose of this paper is to analyze the scientific production on mobile learning in higher education in journals indexed in Clarivate Analytics’ Web of Science and Elsevier’s Scopus. The sample was composed by 450 articles in total. The results obtained by bibliometric analysis showed that the publication rates continue to increase, in which journals they are published, which are the organizations and countries that publish the most, how the evolution of perspective has changed since 2010 and which are the most cited articles. We concluded that since mobile learning in higher education is a reality, there still seems to be a possibility for evolution in good quality publications.</span>

Towards a pedagogical and sociotechnical framework for the strategic integration of mobile learning in higher education in low and middle income countries

ABSTRACT Using mobile devices to facilitate teaching and learning (m-learning) in higher education has continued to gain momentum. To ensure meaningful m-learning, several models and frameworks, including those focused on pedagogies and the learning environment, have been developed. However, the majority of these are derived from the context of high-income countries with advanced educational technologies and may not be suitable in low- and middle-income countries where educational technology systems are not as functional. This paper reports on the four phases of a project, which set out to develop a suitable m-learning framework for low- and middle-income countries. The proposed framework was originally derived from the extant literature, then revised following the outcome of two empirical studies conducted in a Nigerian university using the mixed methods research approach. The revised framework provides a roadmap for the strategic integration of m-learning in higher education, taking into consideration the pedagogical and socioeconomic context of low- and middle-income countries.

Models of good teaching practices for mobile learning in higher education

Mobile learning is an emerging teaching methodology in the university system. Every year, the International Horizon Reports highlight the trend of implementing mobile devices in the classroom. Therefore, the Spanish university system presents the current challenge of adapting these resources to improve student learning, in line with the knowledge society in which we are immersed. This requires examples of good teaching practice. The purposes of this paper were to evaluate the mobile learning (m-learning) practices implemented by university teachers and to compile experiences on good teaching practices of m-learning developed in the classroom. A mixed method was used in which the responses of 1125 professors from 59 different universities located throughout Spain were analyzed. The APMU scale developed by the authors was applied for the detection of good teaching practices of m-learning and the structured interview for the collection of concrete experiences of good teaching practices. The results showed that the largest proportion of good teaching practices were concentrated at the University of La Laguna, University of Almeria, University of La Rioja, Camilo José Cela University and University of Seville. Furthermore, three experiences carried out by teachers who were agents of good practice were collected. Based on this, three models of good teaching practices were generated and exemplified through the concept mapping technique. Finally, the main findings and implications of the study are discussed.

Mobile Learning in Higher Education: Unavoidable Alternative during COVID-19

Covid-19 is an acute respiratory disease caused by Coronavirus Sars-Cov-2. Declared recently as pandemic disease, Covid-19 has affected educational systems worldwide. Many countries around the world have closed educational institutions to reduce the spread of this pandemic. Hence, Education in high schools is facing unprecedented challenges. This paper reflects on the role of mobile learning as remote teaching strategies sustaining student-centered learning. The use of mobile learning allows learning anytime, anyplace, and anywhere. Mobile Learning is an unavoidable alternative during COVID-19.

Expanding Learning Environment through Mobile Learning

Technological developments change the point of view in learning. Learning space is not limited to conventional classrooms in schools. With technology, there is an opportunity to expand the learning environment through the development of mo-bile learning. This research design is the basic development of mobile learning in higher education. The purpose is to produce prototypes of online learning materi-als in physical geography courses. The test results are limited to one class show-ing positive responses from prospective users. Flexibility and ease of access make them able to learn according to the time they want. However, the limitations of this research are only limited to certain science courses, and it needs further development for social science courses.

Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education

The extant literature on mobile learning in higher education has mainly focused on students and academics. This study conducted in a Nigerian university considered a wider group of stakeholders (students, academics, IT personnel, and administrative leaders) in its investigation of stakeholders’ awareness, willingness, and readiness for mobile learning adoption, using a mixed methods approach. The findings revealed that while the awareness of mobile learning amongst students was low, they were keen on adoption. Academics were more tentative, for while they were willing, it was clear that a shift in their teaching philosophy and pedagogy would be required for mobile learning to work effectively. For those in IT and administrative leadership roles, their perceptions were more resource-focused. While this study only considered the views of internal stakeholders, it also uncovered the need for the involvement of external stakeholders. Building on these findings, a strategy table which outlines the roles and responsibilities of each stakeholder group was created. The table provides a blueprint which otherwise has been missing, to guide sustainable mobile learning adoption and implementation not only in higher education in developing countries, but which may have more global appeal.

Mobile Learning in Higher Education: Structural Equation Model for Good Teaching Practices.

Mobile learning is a methodology that involves the use of mobile devices to carry out the teaching-learning process. In exceptional situations such as that experienced during the COVID-19 pandemic in Spain, virtual training methods take on great importance, being the main route for the education of students. The purposes of this paper were to analyse the degree of implementation of the mobile learning methodology in Spanish universities and to check the sociodemographic factors that influence the development of good teaching practices in mobile learning. Ten hypothetical relationships were established and contrasted using a structural equation model. The sample was made up of 1544 university professors from 59 Spanish universities who were asked to complete a questionnaire designed to evaluate mobile learning practices. The results indicated that the degree of implementation of mobile devices was almost 73% of the population surveyed. While the sociodemographic factors that significantly influenced the development of good teaching practices were: teacher status; type of institution; educational technology research; implementing pedagogical innovations on a regular basis; agree that mobile devices are appropriate; belief in the expansion of mobile learning. Finally, the main findings and practical implications derived from the data obtained were discussed.

Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education

This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.

Introducing Immersive Reality into the Journalism Curriculum

Following the introduction of the Google Cardboard virtual reality (VR) head mounted display (HMD) in 2014, mainstream journalism began exploring the potential of VR to transform news storytelling as an immersive experience (Lalwani, 2015; Somaiya, 2015). However, unlike the transformative impact of social media on journalism and journalism education (Mulrennan, 2017), VR has taken several years for this to filter into the curriculum of journalism higher education. AUT’s journalism programme includes a final semester, capstone, assessment in which students produce a piece of long-form immersive journalism that provides the opportunity to embed VR storytelling as an authentic immersive experience. To address this we created a collaborative curriculum design team in 2019 to design a workshop (Sissons & Cochrane, 2019) to introduce journalism students to the potential of VR to explore and create an immersive journalism experience. We used a design based research methodology (McKenney & Reeves, 2019) to structure the curriculum design process into four phases: initial analysis and exploration, development of a prototype curriculum intervention, evaluation and redesign of the intervention, and dissemination of identified design principles and findings. Meeting weekly the design team brainstormed a workshop that mapped the affordances of mobile XR to a real world project, and created a simple demonstration XR environment (https://seekbeak.com/v/kvPq47DpjAw). We founded the workshop design upon the principles of heutagogy (Blaschke & Hase, 2019), as the principles of heutagogy map closely to the core journalism graduate profile outcomes (Cochrane, Sissons, & Mulrennan, 2017). In this workshop students worked in teams to film and compile an interactive experience based on the University’s Journalism Media Centre, creating an interactive tour using SeekBeak (https://seekbeak.com). Using AUTEC ethics processes we obtained informed consent from the participating students for a feedback survey that will inform the second phase redesign of the curriculum design for 2020. Anonymous post-workshop student feedback survey responses, with a 78% return rate (https://www.surveymonkey.com/results/SM-5SMVCVSJ7/) were very positive. We believe this collaborative curriculum design approach provides a simple model that can be utilised in other higher education discipline contexts.
 References
 
 Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. doi:https://doi.org/10.24135/pjtel.v1i1.1
 Cochrane, T., Sissons, H., & Mulrennan, D. (2017). Mainstreaming Mobile Learning in Journalism Education. In H. Crompton & J. Traxler (Eds.), Mobile Learning in Higher Education: Challenges in Context (pp. 19-30). New York: Routledge.
 Lalwani, M. (2015). ABC News introduces VR initiative with 360-degree tour of Syria. Retrieved from http://www.engadget.com/2015/09/17/abc-news-introduces-vr-initiative-with-360-degree-tour-of-syria/
 McKenney, S., & Reeves, T. (2019). Conducting educational design research (2nd ed.). London: Routledge.
 Mulrennan, D. (2017). Mobile Social Media and the News: Where Heutagogy Enables Journalism Education. Journalism & Mass Communication Educator, OnlineFirst(0), 1-12. doi:10.1177/1077695817720762
 Sissons, H., & Cochrane, T. (2019). Newsroom Production: XRJournalism Workshop. Retrieved from https://tinyurl.com/XRJournalism
 Somaiya, R. (2015, 20 October 2015). The Times partners with Google on virtual reality project. Retrieved from http://www.nytimes.com/2015/10/21/business/media/the-times-partners-with-google-on-virtual-reality-project.html?smid=tw-nytimestech&smtyp=cur&_r=1

Mobile Learning in Higher Education for The Industrial Revolution 4.0: Perception and Response of Physics Practicum

Mobile learning is the use of technology in the learning process using tablets, PCs or smartphones. Online based mobile learning provides opportunities for students to study anytime and anywhere. The use of a website as a learning media gives users broad access without downloading additional applications that are burdensome to the device. Therefore, the perception of physics education students is needed on the use of mobile learning in basic physics practicum II at Universitas Jambi. This study aims to introduce new learning media that are more effective and flexible in the 4.0 digital era. Based on the results of the study, the perceptions of physics education study program students are in a good category with an average of 74.01 and a median of 75.00 and a mode of 75.00. Distribution of perception scores of physics education students has a minimum value of 52.00 and a maximum value of 91.00

Factors Influencing Student Acceptance of Mobile Learning in Higher Education

The purpose of this study was to explore the acceptance of mobile learning by students in a higher education setting. The unified theory of acceptance and use of technology (UTAUT) was extended to include hedonic motivation, operationalized as enjoyment, as well as social influence in a field study involving the adoption of iPad mobile devices. Survey data were collected from 171 college students and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicated that enjoyment and performance expectations were important factors influencing the acceptance of mobile learning in this context. For those engaged in the mobile learning pilot project upon which this study was based, the use of the UTAUT and the results provided a theory-based empirical approach to support an assessment that the pilot project goals were achieved. Overall, students perceived iPads to be useful and enjoyable tools for accomplishing educational tasks and improving learning outcomes.

A new integrated model to explore factors that influence adoption of mobile learning in higher education: An empirical investigation

The aim of this paper is to test the combined effect of the key components of the Technology Acceptance Model (TAM) and those of the Usage and Gratification Approach (UG perceived usefulness and hedonic gratification had the lowest effect; and personal integrative gratification had no effect. The key contribution of this research stems from the integration of two major theories into a broader conceptualization in order to test their combined effect on intention to adopt mobile learning in higher education.

Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students

The study adopted a modified Unified Theory of Acceptance and Use of Technology2(UTAUT2) as a theoretical foundation to investigate students’ initial perceptions of Google Classroom as a mobile learning platform. By including six non-linear relationships within the modified model, the study examined the nuances in interaction terms between Habit and Hedonic Motivation, in relation to the other constructs in the original UTAUT2 model towards Google Classroom intention formation and use behaviour. Based on this, a questionnaire was used to collect data from 163 students, employing a purposive sampling technique with Partial Least Squares Structural Equation Modelling (PLS-SEM) utilized for statistical analysis. Overall, the results revealed important significant non-linear relationships between Hedonic Motivation and Habit with the rest of the UTAUT2 factors within the model. Students’ positive intentions to accept Google Classroom were anchored on Habit, Hedonic Motivation and Performance Expectancy. However, both Habit and Hedonic Motivation had significant and positive non-linear relationships with Performance Expectancy, Effort Expectancy and Social Influence towards Google Classroom usage intentions. Uniquely, Habit was the strongest predictor of Behavioural Intention. Again, the Importance-Performance Map Analysis (IPMA) proved that Habit was the most important factor in determining actual usage (Use Behaviour) of Google Classroom rather than Behavioural Intention.

Mobile learning analytics in higher education: usability testing and evaluation of an app prototype

Purpose The purpose of the study was to test the usability of the MyLA app prototype by its potential users. Furthermore, the Web app will be introduced in the framework of “Mobile Learning Analytics”, a cooperation project between the Cooperative State University Mannheim and University of Mannheim. The participating universities focus on the support of personalized and self-regulated learning. MyLA collects data such as learning behavior, as well as personality traits. Last but not least, the paper will contribute to the topic of learning analytics and mobile learning in higher education. Design/methodology For the empirical investigation, a mixed-method design was chosen. While 105 participants took part in the conducted online survey, after testing the app prototype, seven students joined an additional eye tracking study. For the quantitative part, a selected question pool from HIMATT (highly integrated model assessment technology and tools) instrument was chosen. The eye tracking investigation consisted of three tasks the participants had to solve. Findings The findings showed that the students assessed the idea of the app, as well as the navigation positively. Only the color scheme of the prototype was not very attractive to a noticeable amount of the participants. So, it requires slight modifications concerning the app design. For the eye tracking study, it can be stated that the students viewed the relevant parts, and they basically had no difficulties to solve the tasks. Originality/value Due to the empirical testing of the app prototype, the project team was able to adjust the application and to add further features. Furthermore, the backend was programmed and an additional tool (MyLA dashboard) was developed for lecturers. A mutual understanding of the targets, privacy issue and relevant features are indispensable for further development of the project.

The future role of mobile learning and smartphones applications in the Iraqi private universities

The higher education sector has witnessed a drastic change due to new advanced technologies including computers and smartphones. As a result, higher education will need to establish a solid foundation aided by information communication technologies (ICT) where mobile applications can extend learning opportunities for students and graduates so they meet the requirements of the fast-changing jobs market. Many studies conducted in various contexts have revealed the drastic change of using mobile applications (henceforth apps) and advanced communication which help students develop their skills by means of using the digital environment.The study aims at identifying the general impression of Iraqi private universities students about the future role of ICT and the mobile learning in higher education. Al-Maarif University College is selected as a case study to measure the extent of students’ reliance on the use of modern smartphones applications in research, study, and skills development in the field of specialization. The study also sheds light upon specifying the important variables and methods for enhancing the role of the mobile learning as a part of the electronic education for the private education sector in Iraq.

Indicadores de calidad para evaluar buenas prácticas docentes de «mobile learning» en Educación Superior

El mobile learning se alza como una metodología emergente que ya se está aplicando en distintas etapas educativas, por tanto es necesario poner el foco de atención en el tipo de prácticas que se están implementando con dispositivos móviles. El objetivo de este trabajo ha sido establecer un sistema de indicadores de calidad para evaluar buenas prácticas de mobile learning en educación superior. Para ello, se ha seguido un proceso riguroso en la confección de cada uno de los indicadores, los cuales han sido validados mediante la técnica del juicio de expertos. Como resultado principal se establece un sistema de 25 indicadores, agrupados en cinco variables, para su implementación en contextos educativos universitarios donde se aplique la metodología mobile learning. En suma, el sistema expuesto sirve de modelo de referencia para discernir entre la simple introducción de los dispositivos móviles, de su uso planificado y con carácter pedagógico.