The Trends in Mobile Learning

The incredibly rapid development of information technology and the pandemic, which began in 2019, led to the transition to distance learning and made the problem of modernizing of the education system relevant. Modernization in Ukraine is taking place, among other things, in the development of mobile learning, which, thanks to such a global phenomenon as the Internet, makes it possible to use it in higher education. The article is devoted to determining the features of the use of mobile learning in foreign language teaching. The advantages of using electronic mobile technologies in the educational process are indicated. Possibilities of application of mobile devices in the course of preparation of experts of various specialties are revealed. The aim of the study is to explore the possibility of using mobile learning technologies for students to learn different specialties of one of the basic language skills, namely listening. The objectives of the study are the analysis of modern forms, methods and means of teaching a foreign language using, their selection and experimental verification of the effectiveness of their use. The object of research is the process of teaching a foreign language to students of non-philological specialties. The analysis, generalization and systematization of research on the problem of learning a foreign language in higher education through multimedia tools, experimental implementation of multimedia technologies, including mobile learning, in the process of learning a foreign language for professional purposes. The results of the study will be summarized to write recommendations for the implementation of mobile foreign language learning for future professionals. It is pointed out that the motivation of students to learn a foreign language in distance learning increases significantly due to the individualization of learning, which takes place with the help of mobile technologies. It has been established that mobile technologies can be recognized as the main means of learning that allow students to use them as a means of accessing educational materials contained on the Internet, anytime and anywhere. Key words: foreign language, learning technologies, mobile learning, podcasts, listening

The use of mobile learning in education is growing at an exponential rate. To best understand how mobile learning is being used, it is crucial to gain a collective understanding of the research that has taken place. This systematic review reveals the trends in mobile learning in science with a comprehensive analysis and synthesis of studies from the year 2000 onward. Major findings include that most of the studies focused on designing systems for mobile learning, followed by a combination of evaluating the effects of mobile learning and investigating the affective domain during mobile learning. The majority of the studies were conducted in the area of life sciences in informal, elementary (5–11 years) settings. Mobile devices were used in this strand of science easily within informal environments with real-world connections. A variety of research methods were employed, providing a rich research perspective. As the use of mobile learning continues to grow, further research regarding the use of mobile technologies in all areas and levels of science learning will help science educators to expand their ability to embrace these technologies.

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.

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.

Evolution of mobile technologies and widespread adoption of mobile devices in learning today is momentous. Mobile learning refers to the use of portable devices to study independent of location and time. To allow flexible learning to occur, content adaptation is necessary. Content-adaptation aims at delivering the most suitable learning elements in dynamic conditions using different contextual information from various sources in order to enhance the learners' experiences. This paper describes our ongoing research project, the context-aware mobile learning application, Mobiware that makes use of contextual data in mobile learning for content-adaptation. Important information was gathered from individual learners, the device used and the surrounding to give rise to independent customized learning materials. The aim of developing this mobile application is to set a dynamic system, which instantly acknowledges different user situations, and deliver the best-adapted learning content to the learner. Details about the current trends in mobile learning are reported which leads to the proposed context-aware mobile learning application.

Mobile learning is an opportunity for libraries to develop new information services to enhance efficiencies and overcome the digital divide. The present study has found 1958 research papers in SCOPUS and Web of Science, published on mobile learning till January 1, 2013. They have received 6872 citations till December 31, 2013. These publications have originated from 157 institutes from 79 countries and were published in 64 journals. The paper has studied the global Research Trends in Mobile Learning from the analysis of the data. It uses different Bibliometric parameters in this context and it particular applied the transformative activity index (TAI). The journal entitled ‘Lecture Notes in Computer Science’ has produced the highest number of papers 106 (5.4 %). Taiwan has published 249 (12.7 %), the maximum literature on mobile learning. The number of publications in United Kingdom, Italy, Finland, and Hong Kong declined during 2007-12 compared to the first quarter 1984 to 2006. The literature on mobile learning is spread over 26 subjects. The highest number of publications 1290 (41.6 %) was in computer science. Average citations per publication were recorded ∼3.5. Top 15 prolific institutions have produced 366 (18.7 %) of the total publications and these publications have received 3374 (49.1 %) citations. The National Central University Taiwan (45; 2.3 %) is found to be the most productive institution. Ogata, H. from Showa University, Department of Internal Medicine, Tokyo, Japan is the most productive author with 25 (1.3 %) publications in the subject.

The digitalization of higher education has led to the emergence of new teaching methods, including mobile learning methods. The purpose of the study is to determine the prospects, advantages, and obstacles to the introduction of mobile learning in the university educational process in the context of the digitalization policy of education. The study presents the prospects for the introduction of mobile learning in the university educational process; identifies the main components of mobile learning, which ensure the effectiveness of the implementation of mobile technologies and types of mobile content that can be used in the university educational process; an analysis of each type has been carried out; the advantages and obstacles of the introduction of mobile learning are highlighted. In conclusion, mobile technologies allow introducing new forms of training organization, involving the interaction of learning subjects with each other not only during lessons but also outside them.

As a scientific field within media education and educational sciences the research on and the practical implementation of mobile learning is evolving. An analysis of the predominantly British scientific process of the mobile learning discussion – to which this paper refers to (Seipold 2012) – is opening the view to a taxonomy of this discussion, its contexts, reference points, perspectives and conceptual focal points, as well as to success stories and challenges that are related to the implementation of mobile learning in formalised learning contexts, such as schools.

Mobile and other digital technologies facilitate ubiquitous learning that offers unprecedented benefits. With mobile learners being able to “squeeze in” learning in-between other daily activities, they face contesting demands on their attention and their brain. Their learning experience might be hindered by multitasking, distraction, mind wandering, and even problematic dependence on digital devices. These influences are addressed in the chapter, and recommendations are presented on how to promote higher levels of attention and engagement in m-learning events. Based on the latest empirical evidence, mindfulness strategies can aid in attention regulation and cultivation of “healthier” learning habits, thus alleviating these problems amongst mobile learners. Recent discoveries in neuroscience and the renewed understanding of brain plasticity are bridging the science and practice of mindfulness. Combined with 35 years of scientific research in mindfulness, more recent exploration of the applications of mindfulness in education has demonstrated that learners can train their mind to respond to stimuli in a purposeful controlled manner leading to more successful learning. Incremental mindfulness practice tunes up our nervous system and strengthens the neuro-components that help us connect with our intentional attention capabilities. It is hence the purpose of this exploration and the resulting chapter to identify such learner-centered strategies to promote the development of mindfulness practice leading to enhanced intentional attention in mobile learning. Mobile technologies can be used to provide scaffolds for learners to engage and persist in mindful learning and practice of mindfulness. The author presents a variety of proven mindfulness practices and techniques that can be adapted in the m-learning design. She concludes with a call for more interdisciplinary studies and rigorous explorations of the intersection of mobile learning, education, instructional design, contemplative practices, cognitive science, and neuroscience to attain a better understanding of how to harness attention in mobile and ubiquitous learning.

With the popularity of the Internet, the progressively extend of the wireless network and the enhance of the mobile devices technology. Let everyone can catch the information convenient and unlimited. For this reason, the concept of mobile learning (M-learning) has produced that combines the both meanings of digital information and mobile. In this study, the mobile learning will be as the way of innovation instruction, combine with the characteristics of E-learning and mobile technology together, and use the mobile devices and wireless network which can break the limitation of time and space to learning anywhere and all the time, all in all, it can interactive between teachers and peers instantly This study aims to understand when the mobile learning implements in the school, the planning of executive team, teachers’ instruction design and students’ learning efficiency has changed or not. And it aims to analysis the students who has experimented by mobile learning to evaluate their performance has changed or not. By showing this example can let other schools reference this result to implement the mobile learning experiment and instruction design. 1.When the School is promoting the project of mobile learning, the planning of executive team need to considerate of the integration of three aspects among people, things, and objects to be division of specialization. 2.The mobile learning has the characteristics of mobility, convenience, immediate and the other, so, it not only changes the mode of teacher’s teaching, but also innovatives the methods of instruction . 3.According to the needs of teaching, combined with many varieties of suitable APPs,it makes the teaching become more meaningful. 4.After the students receive the project of mobile learning, altough their learning interests and learning attitude have improved greatly, their learning efficiency has no differences significantly.

Though teacher conceptions of mobile language learning might affect their own language learning and their teaching practices, this is an area seldom examined. To address this paucity of research, fifty-nine students in an MA ELT (English Language Teaching) program, the majority of whom were in-service teachers, were investigated, via an open-ended survey, as to their understanding of mobile language learning and how they undertook mobile language learning and teaching. The results revealed that over eighty percent of the students understood mobile language learning as learning at any time and in any place or as the use of mobile technologies for learning. The participants mainly used mobile devices to practice their listening, reading and vocabulary. A cross-sectional analysis demonstrated that conceptualizing mobile learning as learning at any time and in any place is linked to the practices of listening, reading and online classes, while the conception of mobile learning as using mobile technologies is primarily associated with learning vocabulary, which indicates that conceptions of mobile learning are connected to learning practices. In terms of teaching, the participants reported mobile devices offered the most assistance via enhancing teaching effects, offering richer resources, helping with assigning homework, and communication with parents and students. The findings contribute to our understanding of teacher conceptions of mobile language learning and their teaching practices, which bear significant implications for mobile pedagogy and teacher education.

Workplace based personal and professional development is essential for students in the health, social care and teaching professions. In this era of ubiquitous computing recording and reflecting upon learning and reviewing student progress in the workplace is easily enabled via mobile technologies. Yet researchers and student users in these settings continue to find using personal, mobile technologies a challenge; though now it is much less a technical challenge than one requiring institutional and cultural innovation in permissions and behaviors within these settings. This article describes the outcomes of a recent international workshop conducted with experts in the fields of mobile learning and education on prioritizing areas of concern and establishing best practice. In conclusion it presents a framework for consideration by the mobile learning community that can be used to highlight or prioritize ethical considerations before conducting research into the use of mobile devices by students in workplaces and schools.

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.

The research on mobile learning in science lacks in-depth investigation of the learning process. In this paper, we describe the implementation of a mobile technology-supported science curriculum developed by design-based approach. The long-term data collection and trace of learning process enable the exploration of students’ participation and identifying potential factors in mobile learning. Employing mixed research methods, the study presents the differences of students’ engagement in mobile activity. It was found out that the participation of students in doing the mobile activities varied regarding the types of mobile tools, topics, class levels, and teacher feedback. The findings unfolded the factors affecting student activity participation behavior in mobile science learning and the problems encountered by the mobile science curriculum implementation. The results could potentially inform curriculum design and implementation supported by mobile technology, as well as support professional development of science teachers.

Recent years was seen an incremental amount of mobile learning experiments for the purpose of implementing mobile ICTs into mainstream education. However, the adoption of mobile learning in basic education - primary and secondary schools, is still disappointingly slow, rather than exponential. This case study portrays a unique and novel education concept derived from the Chinese mobile learning industry, in which Noah Education Holding Co., Ltd (Noah) acts as a premier provider of mobile learning services and devices. In China, mobile learning has already formed a booming market. In 2008, six million educational electronic devices are predicted to be sold which digital learning devices (DLDs) appear to be leading the trend. Astonishingly, these devices are not mobile phones and the vast majority of them can't even connect to wireless networks. However, they embrace a wide range of new technologies and are widely accepted by students and teachers in particular. As a result, the success of Noah challenges the popular understanding of mobile learning and offers an alternative to implement mobile ICTs into the basic education.