M-LEARNING

Statement of the problem. In the context of digitalization of education, the main prerequisite is creation of a digital educational environment that opens up new opportunities: learning at any convenient time, continuous education, the ability to design individual educational routes, transfer from digital resource consumers to digital resource creators. Various digital educational resources, distance learning platforms, cloud technologies, and the use of mobile devices help realize these opportunities. The pedagogical community is developing modern formats to introduce mobile devices into the educational process. Mobile technologies arouse students’ increased motivation and interest in learning, help expand the horizons of knowledge acquisition and build an individual learning roadmap – all this leads to the improved quality of education. Today we see the need to introduce mobile technologies into the educational process and at the same time we see insufficient knowledge about the didactic potential of using mobile devices and services in the learning process, as well as issues of training personnel for organizing mobile learning for schoolchildren. The purpose of the article is to determine the content and structure of future mathematics teachers’ preparedness to organize mobile learning for schoolchildren. Methodology (materials and methods) includes analysis and synthesis of the works of Russian and foreign researchers on the problem under study, as well as the experience of training teachers in the field of information and communication technologies. Research results. An essential prerequisite for the performance effectiveness is the person’s preparedness for its implementation. In this study, we examined the preparedness of future mathematics teachers to organize schoolchildren’s mobile learning as a personality education that has a systemic, complex structure and acts as a set of motivational, personal, theoretical, activity-related and reflective components. In the structure of the activity component, we identified three levels of preparedness of future mathematics teachers to organize schoolchildren’s mobile learning (basic, creative, and professional). Conclusion. The maturity of these components helps future teachers of mathematics to organize schoolchildren’ mobile learning in line with the requirements of modern education, thereby preparing the younger generation for study, life, and work in a dynamically changing world.

Through the advancement of mobile technology and their increasing affordability, mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The purpose of this mixed-methods study was to investigate how undergraduate students are using mobile devices for learning both inside and outside the classroom and how actual student use compares to faculty perceptions of student use. Faculty and student perceptions regarding the impact that the use of mobile devices would have on student learning, participation and engagement were also examined. Finally, the study explored the potential for adoption of mobile device use in the classroom. Data were collected through a survey administered to university faculty and undergraduate students and through interviews conducted with representative samples from both groups. Results suggest that faculty perceptions about student use do not match actual student use of mobile devices. While faculty believe students are primarily using mobile devices to socialize, students report that they are performing a wide variety of educational tasks. Although some instructors ban the use of mobile devices in the classroom and prefer mobile learning to remain outside the classroom, students believe that a more formal use both inside and outside the classroom could be beneficial. Students seem more ready to adopt the use of mobile devices for learning while faculty are concerned that devices may be distracting and limiting.

In order to manage the demands of university studies, research suggests that university students should possess efficient self-regulated learning (SRL) skills. The use of mobile learning is believed to enhance SRL skills. Yet, despite the potential benefits of mobile learning, many first-year students encounter challenges in using mobile devices to foster self-regulated learning skills. It is against this backdrop that this study aimed to examine how first-year medical students utilisee mobile learning to foster self-regulated learning. This study employed a Explanatory Sequential Study Design , combining both quantitative and qualitative data. It used the interpretativist and pragmatic paradigms to understand how students perceive and use mobile devices for self-regulated learning. The interpretivist paradigm focused on understanding students’ perspectives, while the pragmatic paradigm aimed to identify effective ways of using mobile devices to promote self-regulated learning. Participants to this study were first-year medical students. The mixed-methods approach aimed to provide a comprehensive understanding of the research problem by collecting data through various methods. Questionnaires gathered quantitative data, while participatory observation, reflective workshops, and focus group discussions provided qualitative data. The theoretical frameworks that guide the study include the Unified Theory of Acceptance and Use of Technology model (UTAUT) (Venkatesh et al., 2003) and Vygotsky's (1978) socio-cultural theory (SCT). The study findings revealed that mobile devices were used by first year medical students to manage and control their learning, both inside and outside the classroom. Notably, significant improvements were observed in cognitive learning strategies, metacognitive self-regulation strategies and resource management learning strategies, including time management. Additionally, the study found that first-year medical students had a positive perception of mobile learning. Furthermore, mobile devices were generally perceived as enablers of self-regulated learning (SRL), providing flexibility, convenience, and access to diverse learning resources. However, distractions and interruptions posed challenges to focus and attention. To mitigate these challenges, strategies such as device management and setting boundaries were suggested. Moreover, first-year medical students expressed the need for support in developing SRL through mobile learning. Guidance in selecting effective mobile applications, opportunities for collaborative learning, and technological skill training were identified as essential forms of support. The study thus recommends integrating mobile learning into curricula to enhance self-regulated learning skills in higher education students, especially among first-year students. Higher education institutions should establish deliberate policies and initiatives for mobile learning programs, especially for first-year students. Educators should offer guidance and training on using mobile learning tools effectively, including information searching skill. However, students should be cautious about distractions from the use of mobile devices.

This study examines the views of undergraduate students in Education Faculty related to mobile learning and reveals their mobile usage behaviors. Mobile usage behaviors include students' view about effectiveness of mobile learning, their mobile design preferences, use of mobile device for purpose of learning, the activity types conducted with mobile devices and their mobile usage frequency. It comes out that university students have very positive attitudes towards mobile learning and they think that m-learning is a really effective learning method. However, mobile devices are used mostly for two purposes: socialization and entertainment. University students agree that mobile learning removes constraints like time and space dependency. They view simplicity and fluency as the prerequisites for a mobile application. Their behaviors are infrequent when it comes to the use of mobile devices for accessing library, reading article, doing homework and note-taking. Their readiness for m-learning is considerably high and they have necessary skills for this learning form.

Nurses Need Training and Policies to Address Barriers to Use of Mobile Devices and Apps for Direct Patient Care in Hospital Settings

Mobile information technology is changing the education landscape by offering learners the opportunity to engage in asynchronous, ubiquitous instruction. While there is a proliferation of mobile content management systems being developed for the mobile Web and stand-alone mobile applications, few studies have addressed learner expectations and usage intent in consuming digital documents from online content providers and digital libraries with specific emphasis on formal instruction. Understanding usage intent and actual usage of a mobile learning agent as a result of ease of use and usefulness of mobile devices will be addressed in this study. A research framework for instructional technology usage is proposed to help better articulate critical success factors in implementing formal learning using a mobile device, specifically an electronic reader or a tablet computer.

Currently, we realize how ubiquitous cell phones, smartphones, tablets and notebooks are in the school environment. We then have the challenge of listing concepts and approaches brought by Mobile Learning that can enhance the teaching process. Mobile Learning is conceptualized in the acquisition of knowledge and information from mobile devices, anywhere, anytime, resulting in a change in behavior. Thus, we address the following guiding question that guides this work: How can Mobile Learning contribute to the formation of the mathematics teacher about the study of functions? Thus, this dissertation has the general objective of analyzing the contributions of Mobile Learning in the formation of Mathematics teachers, considering the content of functions in scientific-academic productions (dissertations) published in the period from 2014 to 2018, in the database of the Coordination for Improvement Higher Education Personnel (CAPES). Therefore, as specific objectives, it is proposed: (1) to identify the contributions that mobile learning brings to teacher education; (2) specify the contributions of the use of mobile devices in the process of teaching functions; (3) understand the common basic high school curriculum related to the job proposal; (4) investigate the contributions, as well as the difficulties encountered in the teacher training process; (5) prospecting teacher training in relation to Mobile Learning through the educational product; and (6) validating the educational product through study, reflection and interaction with the teachers surveyed. The methodology used was the State of the Art, which deals with an investigation in which the researcher proposes to discuss and analyze the accumulated production of a certain area of knowledge. Thus, using keywords such as Mobile Learning, functions, teacher training, mobile and cellular technologies in the CAPES database, we selected 8 dissertations that were in synergy with our research proposal. We built three guiding axes that provided a basis for data analysis, they are:

This paper presents experiences on mobile devices in formal and non-formal educational settings based on the relation among different ongoing research projects involving the use of mobile devices, such as tablets in educational processes. The experiences addressed in this work are interconnected through a common objective: to use of mobile devices as tablets in education to enhance teaching and learning processes. Therefore, this paper presents our experiences in two educational settings, regarding the challenges and issues we face when including the use of mobile devices in educational processes. The study uses a qualitative approach with results indicating three relevant aspects, apart from the educational setting. Therefore, we concluded that the use of mobile technologies in educational processes involve: the training of teachers or educators; the selection, organization and planning of digital resources; and, the profile of the students implicated in the educational process.

To solve the problem of Education in Egypt keep in mind no. of mobiles (%70) [18]. Mobile Learning not only effective tool for distance learning but also helpful for traditional education, Add how keen student is to it? The research describes the effectiveness of Mobile Learning technologies on student learning, participation and engagement from the perspective of undergraduates in The Arab Academy for Science and Technology and Maritime Transport which specially selected as a case of university that facilitates mobile learning services to staff and students in Egypt. Results suggest that students are performing a wide variety of educational tasks showing more readiness to adopt the use of mobile devices for learning and focus on working for creating a consolidated education for both E. and traditional learning. Finally, the study discusses the prospective for implementation of mobile device use in learning. Despite the locality environment of the study as it focuses on regional private university in Alexandria – Egypt, the study results might also be vital for countries fronting similar difficulties.

The purpose is to diagnose the psychological and technical readiness of first-year bachelor’s degree students for mobile learning and, based on the results, to create a roadmap for the organisation of mobile learning in the process of training first-year bachelor’s degree students. Methodology. The study was conducted on the basis of H.S. Skovoroda Kharkiv National Pedagogical University in several stages and included the identification of the theoretical foundations of the study, the selection of methods and techniques of mobile learning, and the research base. The survey involved 189 respondents who are full-time undergraduate students, including women (93.7%) and men (6.3%). The students who took part in the survey are studying in the following faculties: Primary Education; H.F. Kvitka-Osnovianenko Ukrainian Language and Literature; Preschool Education; Natural Sciences; and Law. The project was carried out using a descriptive method by filling in a specially designed questionnaire, the Mobile Microlearning Online Questionnaire. Results. The advantages of mobile learning for higher education students are: efficient use of time, individual pace and rhythm of learning. At the same time, difficulties in the experience of mobile learning are caused by the inability to rationally distinguish between rest, study, and intellectual leisure. In addition, difficulties Difficulties are also caused by problematic concentration of attention, inability to rationally spend time and energy resources, the problem of the availability of the current generation of gadgets; lack of experience in teamwork, delegation of authority, gaps in secure communication via MS, lack of quality communication, difficulty in mastering computer programs, heavy workload and volume of tasks, lack of digital competence of teachers. Students consider freedom of movement, the extent of participation in learning initiatives, prompt communication between participants, the environment for the formation of information and digital literacy, clear step-by-step instructions, and dynamic communication to be important conditions for the effectiveness of mobile learning. In mobile learning, higher education students most often use a smartphone and a laptop, less often other devices (such as UMPC; Tablet PC; tablet PCs; e-book; audio player; multimedia guide; multimedia consoles, etc.) to search for information on the Internet, set up video communication, such as a camera, a voice recorder, to watch videos, and to translate. Conclusions. The study substantiates the need to take into account the technical and psychological readiness, and the competence in the use of mobile devices of first-year bachelor's degree students in the use of mobile devices for mobile learning. A roadmap for the organisation of mobile learning in higher pedagogical education institutions has been developed and presented.

It is often challenging to access a pool of mobile device users and instruct them to perform an interactive task. Yet such data is often vital to provide design insight at various stages of the design process of a mobile application, service or system. We propose accessing a pool of mobile device users via the microtask market Amazon Mechanical Turk (MTurk). While mobile device users are still a minority on MTurk, they provide unique opportunities for requesters. Not only does catering to mobile device users expand the potential worker pool, but also offers access to realistic in situ mobile sensor data for a variety of pervasive computing applications. We present a design pattern that makes it easy to crowdsource tasks to mobile device users. We demonstrate this pattern to obtain sensor availability information for some of the most popular mobile device sensors, using HTML5 web APIs to access them. We find that there is a sizable pool of mobile workers and we present two design strategies for efficiently accessing them. The first enables direct fast access to a small pool of mobile-only device users. The second strategy exploits our finding that a large number of desktop-based crowd workers are prepared to switch to their mobile device if prompted by a well-designed mobile task. Finally we discuss solution principles for sensor-dependent mobile systems and studies that will be underpinned by mobile device crowd workers.

Discover Mathematics on Mobile Devices using Gaming Approach

The increasing use of mobile devices among health sciences students presents both opportunities and challenges to problem-based learning (PBL) in face-to-face tutorials and during self-directed learning. The purpose of the present study was to find out how common the use of mobile devices is among students in PBL, how they are used, and whether some general recommendations can be made to help students make more effective use of mobile devices during PBL. Based on the findings of focus interviews of students and facilitators (Chan et al., 2015), the authors developed a self-administered online questionnaire to examine students’ usage of mobile devices in PBL. The students from three healthcare professional programmes in a university in Hong Kong were invited to take part in the online survey. A total of 346 students (response rate of 31.89 %) completed the online questionnaire. It was found that almost all of them (99 %) own one or more mobile devices. Most of them (98 %) used their mobile devices in PBL, usually for educational purposes, such as the search and synthesis of information and the use of specific software on these devices, especially those for the visualization of knowledge (like atlases or software for creation of concept maps). There was a small percentage of students who never used mobile devices in PBL. The reasons included the facilitators’ explicit discouragement of their use, and the desire to focus on the discussion instead of searching for information. Based on the findings of the survey, the authors arrived at four recommendations aiming at more effective use of mobile devices in PBL: students should be free to choose to use mobile devices; mobile devices should be used for educational purposes only, such as the search for factual information or multimedia files; PBL tutorial time should mostly be spent on discussion, instead of searching for information; students should be encouraged to use cloud-based services for collaborative activities such as note-making and concept mapping in PBL.

As mobile devices become more prominent in the lives of students, the use of mobile devices has the potential to transform learning. Mobile learning, or mLearning, is defined as learning that is personalized, situated, and connected through the use of a mobile device. As mLearning activities are developed, there is a need for a framework within which mLearning activities can be evaluated. The SAMR Model (Puentadura, 2012) provides such a framework. This paper reviews recent literature on mLearning and provides examples of activities that fall within each of the four classifications of the SAMR Model: substitution, augmentation, modification, and redefinition.

This paper presents findings from a research project at a school of humanities, languages and social science at a UK university that investigated staff and student attitudes towards and uses of mobile devices (smartphones, tablets and laptops). The study had a dual focus on personal and university-related uses. It applied the domestication of technology approach (Silverstone & Hirsch, 1992) to understand how mobile devices have been appropriated by users in their everyday lives, how they have become part of daily routines and spatial arrangements and what rules are being negotiated around their use. Data in the present study was collected via in-depth interviews with 18 teaching staff and six focus groups with a total of 19 students across different departments in the school. This paper presents findings on device acquisition and ownership, device use and associated meanings, as well as situating devices within daily routines and spaces. In each section, results from the staff and student data are compared. The research identified distinct uses of different devices in terms of university-related and personal uses but also areas of overlapping use. Furthermore, students and tutors associated important symbolic meanings with their devices, had incorporated them into daily routines and spatial arrangements in new ways and attempted to self-regulate use in different situations. While tutors were starting to make use of mobile devices in their teaching practice in innovative and meaningful ways, students had a less well defined understanding of the educational benefits of mobile devices. Institutional policy also played a role in shaping students’ and tutors’ use. Not many empirical studies exist that explore the link between educational and personal, everyday use of mobile devices. It is in this area that this research aims to make a contribution to knowledge. The findings are also of importance to practitioners and educational institutions planning to implement mobile device-based learning.