<p>M-learning is the style of learning for the new millennium. Decreases in cost and increases in capabilities of mobile devices have made this medium attractive for the dissemination of knowledge. Mobile engineers, software developers, and educationists represent the supply side of this technology, whereas students represent the demand side. In order to further develop and improve this medium of learning it is imperative to find out students’ perceptions about m-learning adoption. To achieve this objective a survey was conducted among the students of 10 chartered universities operating in the twin cities of Rawalpindi and Islamabad in Pakistan. The results indicate that perceived usefulness, ease of use, and facilitating conditions significantly affect the students’ intention to adopt m-learning, whereas perceived playfulness is found to have less influence. Social influence is found to have a negative impact on adoption of m-learning. The findings of this study are useful in providing guidance to developers and educators for designing m-learning courses specifically in the context of developing countries.</p>

M-learning is learning delivered via mobile devices and mobile technology. The research indicates that this medium of learning has potential to enhance formal as well as informal learning.However, acceptance of m-learning greatly depends upon the personal attitude of students towards this medium; therefore this study focuses only on the individual context in which the role of student's readiness towards m-learning is investigated using Technology Acceptance Model (TAM). TAM is the popular choice among the researchers for investigating acceptance of any new technology primarily because of its robust and parsimonious nature. The sample selected for this study consisted of students from the private sector universities in a developing country.

Mobile learning is gaining popularity in formal and informal education in both developed and developing countries. It can be an effective tool to overcome digital divide especially in developing countries. The success of mobile learning at tertiary level depends on the perception of students towards this contemporary medium. There is a shortage of research on m-learning in Pakistan, specifically studies showing current status of m-learning and students' perceptions towards this new mode of learning at the university level. A scientific approach (hypotheticodeductive method) was used in this study to explore the critical factors responsible for mlearning adoption among university students in Pakistan. The findings of this study, based on 628 valid survey responses, have both theoretical and practical implications for the researchers and the policy makers.

Recently, Smartphone sales have surpassed the sales of all other computing devices including desktops, laptops and tablet PCs. Moreover, Smartphones have become a primary device to access the Internet as well as the most commonly used infotainment gadget among the Generations Y and Z (those born in 80s and 90s). Despite this widespread adoption of Smartphones among the youth, its usage in higher education is still a novice idea specifically in developing countries. This study is aimed at capturing the views of faculty members regarding usage of Smartphones for promoting learning at the tertiary level. In-depth interviews of 22 faculty members from different academic departments were conducted for this purpose. Responses of the interviewees were recorded which were later transcribed and analyzed to draw inferences. Results of this study indicate that the faculty members considered Smartphones to be an effective medium for off-campus learning and communication with peers and students. They also considered Smartphones suitable for explaining complex topics to their students as audiovisual content available over the Internet can easily be shared. However, majority of the respondents were skeptical about using Smartphones for educational purposes as they considered them to be a source of distraction, wastage of time, technostress, and emotional detachment. Moreover, they reported small size of both the screen and keyboard as an important limiting factor undermining the effective use of Smartphones in education. Lack of training and support, lack of technical knowledge and background, excessive work load and lack of incentives for using technology in education were reported as major barriers in adoption of Smartphones in higher learning landscape.

By the end of last millennium, many universities and colleges started using internet to meet their distance learning needs. Different course management systems (CMS) were developed to meet the needs of online and hybrid courses. These CMS later on transformed into Learning Management Systems (LMS). Many educational institutions have already started using LMS and there are still many who are considering adopting one. The big question before the late adopters of this online learning technology is which LMS they should opt for? This study will be useful for those who are in the process of selecting an LMS as well as those who are in the business of designing one. A survey was conducted to get feedback from the faculty of higher education institutions to find out the major barriers in adoption of e-learning and to find out what kind of functionalities and teaching methodologies should be supported by LMSs. Results indicate lack of training, lack of incentives to use e-learning, lack of technical support and lack of time to develop e-courses are the major barriers in adoption of e-learning by the faculty members. As far as the desired functionalities in an LMS are concerned ability to create student groups for group activities, availability of discussion board, announcement board and online quizzes, file sharing/transfer functionality were the most sought functionalities. The most desired method of teaching that need to be supported by LMS had been group problem solving, discussion based strategies, problem based learning and simulation. The results of survey will be helpful for the adopter as well as designers of LMS.

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Fancy multicount yarn (9.5s Ne) is prepared on a ring frame with an Amsler fancy yarn attachment per the Box-Bhenken design for three variables and at three levels. The ring frame process parameters selected are spindle speed, traveller mass and twist multiplier. Different yarn properties, such as yarn tenacity, breaking elongation, yarn irregularity, yarn hair index, imperfections and thin places -40% are tested. An analysis of the result is done by using statistical software. It is observed that a 9000 rpm spindle speed with a 5 twist multiplier gives maximum yarn tenacity, a 9000 rpm spindle speed with traveller mass of 120 mg gives minimum yarn irregularity and traveller mass of 120 mg with a 4.8 twist multiplier gives minimum yarn imperfections within the experimental zone explored.