Multimedia: Different Processes

Objective: This study aims to investigate the trajectory and contributions of the Remote Experimentation Laboratory (RExLab) over its 27 years of existence, focusing on the integration of technology in education and its relevance to teaching and learning. Theoretical Framework: RExLab was founded in 1997 with the aim of promoting digital inclusion and democratization of science education through the provision of Remote Laboratories. Over the years, the research group has added more resources to its projects, such as the integration of technologies in education, teacher training, and the creation of Open Educational Resources (OER), receiving several awards and distinctions along the way. Method: The research adopted a documentary and bibliographical approach, tracking the evolution and impact of RExLab from its inception to the present moment. Data collection was conducted through the analysis of documents and publications related to RExLab. Results and Discussion: The results highlight RExLab's contributions to the integration of technology in education, demonstrating its role in generating practical knowledge to solve specific problems and in understanding the experiences and perceptions related to technology in education. The discussion contextualizes these results in light of the theoretical framework, emphasizing the importance of RExLab for teaching and learning. Research Implications: This research reflects on how RExLab can continue to be an ally in the integration of technology in education, even in the face of future challenges. Its implications encompass both the field of education and applied research. Originality/Value: This study contributes to the literature by highlighting the importance of RExLab as a successful model in the integration of technology in education over time. Its relevance lies in the emphasis on the practical application of research and in promoting equality through education.

Mobile phones have become widespread in the modern era. One contemporary use of mobile phones is in the education field, commonly known as M-Learning. Subsequent to the growth of M-Learning, developers of educational mobile applications need to understand what the user requirements are, and how to satisfy them. In order to measure user satisfaction while engaging with mobiles as learning tools, many models have been created using the Unified Theory of Acceptance and Use of Technology, and other models such as the Technology Acceptance Model. However, none of these has focused on the technical factors affecting the users’ intentions to use their mobile phones as learning tools. Due to technical limitations, as well as human psychology, mobile phone learning remains limited to an assistance-only function. This paper presents a review of studies that have been used to measure users’ intentions of engaging with mobile phones as learning tools. One hundred and twenty-seven papers have been reviewed, dating from 2011 to 2020. These papers differ in terms of methodology and results collected. Results showed that many models had been extended by adding factors such as trust, pre-usage or attitude. Moreover, this review concludes that almost none of the above-mentioned studies had identified precisely the technical factors that may affect the intention of using this type of technology in education. However, when classifying the influential factors of M-Learning, almost none of the studies discussed the advantages of the technical aspect in imparting knowledge through mobile learning. This study is significant for the education industry in its identification of the relative importance of these factors where mobiles are involved in the learning process. In addition, it provides a brief history of the involvement of technology in education.

Aim/Purpose: The present study explores the key determinants that influence the intention of public higher education institutions in Malaysia to utilize mobile learning. Furthermore, this study investigates the correlation between these attributes and the components that affect the sustainability viability of mobile learning. Background: The proliferation of mobile devices and the impact of COVID-19 have both played a role in the exponential growth of mobile learning. Mobile learning has emerged as an essential instrument and principal approach to student education within the higher education system amidst the pandemic. Nevertheless, research concerning the sustainability of mobile learning is still in its nascent phases in the post-pandemic period. Methodology: Structural equation modeling is utilized to analyze the gathered data and validate the hypotheses in this study, which comprises an online survey of 280 undergraduate students attending public higher education institutions in Malaysia. Contribution: This mobile learning research on the sustainability of learning environments during COVID-19 adds to the educational literature. This study reconstructs the antecedent factors of three fundamental constructs of the Theory of Planned Behavior (TPB) to explain the features of mobile learning sustainability. This research provides a theoretical framework for mobile learning sustainability. Findings: Based on the empirical evidence, the intention to adopt mobile learning in Malaysian higher education institutions is notably and directly influenced by attitude, subjective norms, and perceived behavioral control. Additionally, the core constructs of TPB are significantly impacted by perceived usefulness, instructor readiness, student readiness, perceived self-efficacy, and learning autonomy. Nevertheless, in Malaysian higher education institutions, the intention to adopt mobile learning is not significantly affected by the perceived ease of use. Recommendations for Practitioners: Mobile learning providers should work on enhancing the performance of this technology to improve content appropriateness and support. Higher education administrators should improve faculty readiness to strengthen the sustainability and efficacy of mobile learning. Improving students’ self-discipline in mobile learning and their perceived preparedness and self-efficacy is critical. Recommendation for Researchers: This study provides future researchers with a comprehensive perspective on mobile learning, which should be studied regarding technology acceptance, self-perception, and external influences, as well as a holistic research framework that combines internal and external aspects to explain mobile learning adoption behavior. Furthermore, future researchers should broaden their study horizons to include other educational institutions and populations and identify disparities to encourage broader use of mobile learning. Impact on Society: COVID-19 has profoundly impacted educational quality and the achievement of sustainable development goals (SDGs). This study demonstrates how mobile learning gives a unique chance for students to continue their learning journey from the comfort of their homes, lessening the disruption caused by pandemics and contributing to the progress of excellent education globally. Future Research: Based on the findings, future research should broaden the study’s scope to include selecting students (undergraduate and postgraduate) and instructors from multiple universities in various states of Malaysia, collecting data and examining the differences between them, and providing an overall view of mobile learning adoption behaviors (intention to adopt and actual usage) from the perspective of both interactions.

In successful mobile learning (ML) integration, factors associated with live-ware, software, and infrastructure are important. The main objective of this study is to investigate and model the influencing factors for learners and teachers at once to adopt ML in higher education. The proposed model consists of five impact factors: teacher, learner, mobile devices, ML tools, ML contents, communication technologies, and higher education institutes. Then the proposed model was implemented using a modified Moodle mobile application and evaluated using 60 teachers and 60 learners attached to the University of Kelaniya, Sri Lanka in 2021. According to the experimental research design approach, the proposed impact model was assessed as pre-test and post-test surveys using seven questionnaires. According to the Pearson correlation coefficient test, the most significant factor for learners and teachers to adopt ML is the mobile device. Learning content and communication technology were elected as the second most significant adoption factors for teachers and learners consecutively. However, higher correlation values were obtained for all factors denoting that they are greatly influenced the participant to adopt ML. The significant influencing factor of each impact factor was also investigated. In conclusion, it was recommended that featured smart devices, quality learning content, user-satisfied communication technology, academic enriched ML tools and higher education institutes with sound educational facilities are crucial for the university community to adopt ML in higher education. These findings help design academic community acceptable ML environments for higher education context.

This qualitative phenomenological study was designed to gain an in-depth understanding of the perceptions and lived experiences of information and communications technology teaching faculty and engineering teaching faculty in higher education institutions (all participant and institutional names herein are pseudonyms) who adopt and implement Mobile Technology Enhanced Learning. The theoretical framework was based upon innovation research and informed by applying Rogers’s Diffusion of Innovation and Wenger’s Communities of Practice theories. Purposeful sampling was used to target twelve information and communications technology and engineering teachers in Ireland and the United Kingdom who utilised a variety of mobile devices across multiple platforms to enhance teaching and learning. Using phenomenological reduction to analyse data gathered through in-depth, semi-structured interviews, observations, and an online focus group, the study revealed several overarching lessons. Participants experienced feelings of frustration, anxiety and uncertainty due to inadequate and obsolete mobile tools, issues with unreliable technical infrastructure and wireless networking connectivity, and time constraints arising from a sharp learning curve. Participants felt many higher education institute executives need to consult teachers when formulating and implementing an adoption strategy as they perceived a lack of appreciation by many higher education institute executives of their needs for successful adoption and implementation. Participants clearly required significantly more mobile Technology Enhanced Learning focused pedagogies. Learning about mobile Technology Enhanced Learning was mostly personal, predominantly through informal discussions but also professional learning communities of practice. Participants also required more collaboration and networked learning and practically focused continuing professional development and the associated time to acquire it. Participants perceived increased learner collaboration, global communication, motivation, engagement and achievement, and larger number of resources and improved teaching. Most significantly, teachers recognised the superior ability of mobile Technology Enhanced Learning to convey information and communications technology and engineering concepts to learners and consequently improved attrition rates. Keywords: Communities of Practice, CPD, Diffusion of Innovations, learner, mobile learning, mobile technologies, mobile TEL, PLC, teacher, technology adoption, technology enhanced learning, technology implementation, TEL.

Background and Purpose: The COVID-19 pandemic has given a massive proliferation of technology, particularly in education, redefining language learning from face-to-face (F2F) and off-classroom known as blended learning (BL) to a new kind in online distance learning/education (ODL/E). BL is now a mix of synchronous and asynchronous learning. The shift, however impressive it may appear, does not guarantee the effectiveness of the learning process. The gap that leads to the current study is how bibliometrics has shown minimal focus on undergraduates’ acceptance of these changes, especially in English as a Second Language (ESL) learning classes to the newly embraced online BL (OBL) and how humanistic values are important in ESL lessons. Thus the study sets out to understand several issues pertaining to the use of mobile communication devices as a learning tool in ESL MoBL.
 
 Methodology: The present study is a mixed-method research approach using a sequential exploratory design. A set of Technology Acceptance Model (TAM) questionnaires was distributed to understand 264 teacher-trainers, degree and diploma students’ inclination towards ESL mobile learning platforms after a semester of mobile open blended learning (MoBL) integration, whilst side-lining the unnecessary information of Unified Theory of Acceptance and Use of Technology (UTAUT2). Interviews based on Analysis, Design, Assess, and Belief (ADAB) Model further enriched the data on the humanisation aspects of MoBL.
 
 Findings: Findings showed that learners’ inclination to the new MoBL can be affected by gender, age, and maturity. Thus to implement a more humanistic learning modification demands a thorough understanding of students’ needs.
 
 Contributions: The novelty of these findings is the sampling contrasting both degree and diploma students along with teacher-trainees’ perceptions of humanistic values in OBL highlights the effects of, age, maturity and gender on technology in education. This paper suggests a discussion on the humanistic MoBL model for ESL learners. The future implication of the findings suggests age, maturity, and gender affect students’ inclination towards the new MoBL, and pushes the need for more humanistic essences in MoBL.
 
 Keywords: Education, ESL and ELT, humanistic values, mobile learning model, online blended learning, and open distance learning.
 
 Cite as: Tengku Intan Suzila, T. S., Mohd Yusri, M. N., Omar, S. R., & Teo, K. S. (2022). Humanizing mobile online ESL blended learning model. Journal of Nusantara Studies, 7(2), 473-494. http://dx.doi.org/10.24200/jonus.vol7iss2pp473-494

In Taiwan, there were plenty of attempts for the implementation of mobile learning on both elementary and high schools; yet, it has not been extended to the higher education level. This research took the undergraduate course “The Introduction of Educational Technology” as an example, and carried out the first practice of mobile learning in university based on the functions of Learn Mode. A design-based research model and the instructional design of the Learn Mode classroom activities were both designed and developed before the formal implementation. With Learner Satisfaction Questionnaire and Belief in Mobile Learning Instrument, the former was analyzed through three specific medium: “software”, “hardware” and “classroom management and instructional design”; the latter was studied on the basis of Technology Acceptance Model for mobile learning. Fifteen targeted audiences were interviewed as well. Consequently, through the process of ADDIE, and based on quantitative and qualitative data analysis, factors affecting the correlation between learner satisfaction and learner adoption had been found. Mobile learning references and suggestions for other higher education institutions and universities were provided.

Mobile learning is gaining popularity as it modifies the conventional definition of teaching and learning by using portable devices. In order to cope with identified limitations of mobile learning, while maintaining its transformational potential of using mobile technology in higher education, we proposed a blended mobile learning environment. In this study, we described the mobile blended learning environment and examined its applicability in theatre arts classrooms by presenting and discussing how mobile devices were used in three blended theatre arts classes at a comprehensive university in Macau. Survey and interview data showed that though challenges exist, the fusion of the multichannel teaching approach (m-learning, blended learning, in class/online lectures) has greatly enhanced teaching and learning experiences.

The online and blended delivery of courses through the use of technologies has attracted attention and research.The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology - supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries.Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.The online and blended delivery of courses through the use of technologies has attracted attention and research. The teaching and learning of English for Academic Purposes (EAP) in multilingual contexts such as in Africa has also been given prominence in research, as well as the benefits of technology in EAP programmes. The pressing need for technology-supported educational practices has been evidenced by the COVID-19 pandemic that affected most educational systems around the world. Although there is an increasing body of research on the integration of technology in education emerging from developing contexts, most proposed models still come from high-income countries. Therefore, there is a need for more critical and contextually relevant approaches to the integration of technology in education. Based on the authors’ narratives of their lived experiences as teachers of EAP in a university in East Africa, this article aims to describe and reflect on the practices related to design and delivery of online and blended courses to university students, including in a teacher education programme. It is hoped that this work will contribute to discussions on how to make online and blended teaching practices of EAP more contextually relevant and how exogenous resources can be adapted to the realities of students in multilingual developing contexts.

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.

Technology has played a key role in reshaping the way education is being delivered in university environments. Mobile technologies are one of the latest technologies to enter the higher education arenas around the world, offering great potential for teaching and learning. Students and teachers have been using mobile devices for formal and informal collaboration, communication, and connectivity within learning environments for a couple of decades without recognizing it as mobile learning. Mobile learning needs to be researched and theorized in order to be included in formal educational Information and Communication Technologies and its full potential harnessed for the future generations. A number of mobile learning researchers borrowed traditional learning models as theoretical foundations for mobile learning research. However, theories from a diverse range of subject areas such as Education, Information Systems, Human-Computer Interaction, and Telecommunication Engineering have also been used as the basis for mobile learning projects around the world. This incorporation of a diversity of disciplines and subjects has made mobile learning a multidisciplinary research field. This chapter aims to review the current mobile learning theories, models, and frameworks with the lens of mobile learning characteristics and challenges pointed out by prominent mobile learning researchers across the world in order to present the case of mobile learning as the future of teaching and learning.

This research aims to explore teachers' perspectives regarding the use of mobile learning (m-learning) in English classes. The method used in this research is qualitative with a case study design to explore the use of mobile learning (m-learning) in English classes. Data collection was carried out through 1. Semi-structured interviews. 2 Class Observations 3 Questionnaires were distributed to students to collect data about perceptions, 4. Relevant documentation, such as lesson plans, digital learning materials, technology-based assignments, and evaluation reports, was analyzed to complement the data obtained from interviews and observations. The results of research conducted on teachers' perspectives regarding the use of Mobile Learning in the Classroom can be concluded that the majority of teachers have a positive view of the integration of technology in teaching and learning activities. They feel technology can help create a more interactive, interesting and efficient learning environment. Technology is considered to facilitate access to various learning resources and facilitate collaborative communication between students and teachers.

In Macau, the government education department sponsors the adoption of a Hong Kong developed computer based learning management system by schools, but many teachers have concerns about the performance of this system. This project implements and uses the very popular Moodle open source learning management system in a Macau school to compare its performance against the locally developed system. The relative performance of the systems is compared from three bases - reflections by the teacher involved in using both systems, a questionnaire survey of school students on their experiences and perceptions of both systems, and a focus group of teachers. It is found that both students and teachers believe that learning management systems improve the school learning environment and encourage greater student efforts. Also, overall, it is found that the Moodle open source learning management system is easier to set up and manage, is more reliable and easier to use, and has much richer functionality than the local government sponsored alternative. Finally, it seems to be important for teachers to be closely involved in the adoption of a learning management system by a school so that they feel some responsibility in ensuring the success of the project. As a result of this project, we recommend that Macau schools change over to use the Moodle learning management system.

The integration of technology in education has revolutionized teaching and learning, significantly boosting student engagement and fostering a sense of connectedness. Over time, educational tools have evolved from simple instruments to sophisticated digital platforms, transforming interactions between educators and learners. This chapter explores the impact of various technologies, including Learning Management Systems (LMS), Virtual Reality (VR), and hybrid learning models, on enhancing engagement and connectedness, offering valuable insights for educators. Utilizing a comprehensive literature review, the chapter aims to analyzes existing studies to assess how these technologies influence learning experiences. Findings indicate that technology facilitates personalized learning, encourages collaboration, and enhances academic performance, with engaged students demonstrating greater motivation. In conclusion, leveraging technology in education is essential for improving student outcomes and requires ongoing professional development for educators.

Purpose – One of the biggest problems in the e-learning distribution process is the lack of quality content and learners' discredit in e-learning content. In order to respond to the various demands of the corporate education field appropriately, it is necessary to search for directions of new e-learning models that are out of traditional e-learning contents. The purpose of this study is to identify recent trend issues related to corporate e-learning and to suggest directions for development. Research design, data, and methodology – Based on the literature review, trend issues that should be considered important in corporate e-learning were derived. Online survey was conducted to evaluate the importance-feasibility of each issue to 13 experts on e-learning and corporate education. The contents of the questionnaire are as follows: 1) recognition of importance and feasibility of trend issues to be considered important in the future corporate education field; 2) factors to be considered in developing future e-learning contents. Results – Six trends derived from a comprehensive literature review. The most important e-learning trends for corporate education field were 'mobile learning', 'micro learning', 'blended learning', 'social learning', 'adaptive learning', ‘engaged learning'. As a result of evaluating the importance and feasibility of each issue, experts point out that 'mobile learning' and 'micro learning' should be actively considered for introduction and utilization at present. In addition, 'social learning' and 'blended learning' need to be actively considered in the near future. On the other hand, experts recognized that 'adaptive learning' and 'engaged learning' need to be prepared from a long-term perspective. Conclusions – There are two main reasons for this result. First, in corporate e-learning, it is important to 1) be able to update on time, 2) the connection with the workplace is important. Second, it requires realistic verification of the expected performance of the learning model. To be considered part of the future are as follows: First, the value and effectiveness of the new e-learning type should be studied. Seconds, e-learning contents should be developed through adopting SAM or Agile methodology. Through this process, we would be able to enhance the quality in e-learning content.