A Smart Mobile Learning Conceptual Framework for Professional Development of UAE In-Service Teachers

Alawani, Athra Sultan; Singh, Abtar Darshan

doi:10.18646/2056.43.17-012

Cited by 13 publications

(13 citation statements)

References 12 publications

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“…In the UAE, mobile learning technology in teaching foreign languages also has its characteristics and differences from the Russian experience. Some researchers believe that m-learning is inextricably linked to professional development and focuses on the availability of educational videos, gamification of content, and easy navigation necessary for effective learning [32]. According to researchers, in the Arab states of the Persian Gulf, UAE students have a more positive attitude towards the use of mobile applications to learn foreign languages in general and EFL in specific, compared to students in Oman; 81.5% of Arab students use mobile devices in their studies while only 18.5% do not [33].…”

Section: Features Of Using Mobile Applications In Different Countriesmentioning

confidence: 99%

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Dolzhich¹,

Ibrahim

2021

Int. J. Interact. Mob. Technol.

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<p class="0abstract">The higher education system around the world is being rapidly developed towards digitalization – from computers to laptops, from laptops to tablets and smartphones. Accordingly, traditional delivery of instruction is being shifted towards blended learning that is being gradually replaced with distance learning, i.e. higher education is moving forward with mobile learning (m-learning) technologies. The introduction of mobile learning became the most topical event in 2020 in the context of the COVID-19 pandemic, due to which many countries had to completely move to distance learning in higher education. The purpose of the study is to analyze the prospects for the widespread use of mobile applications in teaching English as a foreign language (EFL) in Russia to Russian and Arab learners. In the course of the study, an online survey based on a questionnaire consisting of four open and closed questions was conducted. An empirical method was applied to collect the research data. The survey was conducted at the Department of Foreign Languages of the Engineering Academy of the Peoples' Friendship University of Russia (EA PFUR). The total research sample included 200 participants and consisted of: 50 potential employers, 50 Russian and Arab students of the Peoples' Friendship University of Russia studying Linguistics (training program code 035700), 50 faculty members, namely teachers of the Peoples' Friendship University of Russia, the Institute of Foreign Languages of the Moscow State Pedagogical University and the Moscow Institute of Physics and Technology, as well as 50 administrative staff of the Peoples' Friendship University of Russia. The purpose of the survey was to collect information about the use of mobile applications (Smartphone Apps) and the introduction of mobile learning technology (m-learning) in the process of teaching EFL to students. According to the results of the survey, instructors are actively using mobile technologies in their professional activities and all participants in the learning process are receptive to their introduction in education. At the same time, respondents believe that technical challenges are the major obstacle to the adoption of mobile applications; these problems must be overcome in order to enable more productive use of mobile applications. In this regard, the study of mobile applications that are suitable for specific aspects of learning a foreign language, such as spoken language, reading comprehension, listening or writing, can be considered a promising research area.</p>

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Section: Features Of Using Mobile Applications In Different Countriesmentioning

confidence: 99%

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Dolzhich¹,

Ibrahim

2021

Int. J. Interact. Mob. Technol.

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“…Seventeen studies [6], [53], [54], [55], [44], [56], [57], [58], [59], [60], [61], [62], [63], [64], [65], [66], and [67] mentioned challenges related to adapting and appropriating mobile learning technology to learn in a compatible way with suitable learning theories, objectives and actual training/learning needs. The remaining twenty-four studies [6], [68], [69], [70], [71], [72], [10], [73], [37], [74], [1], [8], [75], [16], [76], [38], [45], [77], [78], [79], [12], [80], [81], and [82] confirmed the existence of challenges related to a lack of implementation and development of effective methods for designing mobile training/learning content, such as the use of pedagogical models, frameworks or learning strategies. These represented the majority of the 50 studies that mentioned pedagogical challenges, and this is therefore considered to be the most significant pedagogical challenge in the design of mobile training content.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have indicated that the design of compatible, user-friendly, attractive and interactive content to increase both the engagement of learners with mobile training courses and these courses' accessibility to trainees is different from designing electronic training courses to be used on a mobile device, such as designing a web-based (online) course to be accessed via an internet browser by using a mobile device. Instructional design is considered to be one of the most important issues for designing mobile training content, and it is linked to learning theories that represent the main role for designing mobile training content as a foundation for a pedagogical theory that enhances the development of mobile learning courses [8]. Moreover, designers should consider the limitations of mobile devices, such as the monitor size, input devices, navigation and challenges in bandwidth during browsing, when designing mobile learning content [6].…”

Section: Figure 1 Advantages and Benefits Of Mobile Trainingmentioning

confidence: 99%

“…Therefore, an effective design for mobile learning materials must be tailored to the characteristics of mobile devices. For instance, effective designs include a simple and user-friendly interface, easy navigation, content in the simplest possible format, and the use of multimedia in an interactive manner; effective designs also break instructional materials into short segments, offer interactive activities with quizzes and assessments, and provide instant feedback and discussion [8]. Therefore, this section emphasizes several challenges in this field and summarizes the prior research that is closely related to this study.…”

Section: Figure 1 Advantages and Benefits Of Mobile Trainingmentioning

confidence: 99%

“…[6], [68], [69], [70], [71], [72], [10], [73], [37], [74], [1], [8], [75], [16], [76], [38], [45], [77], [78], [79], [12], [80], [81], [82] 24…”

Section: Pedagogical Challengesunclassified

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Designing Mobile Training Content: Challenges and Open Issues

et al. 2020

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Mobile training is an evolution of electronic training and is based on mobile learning technology, which is used to design mobile learning courses. Due to the widespread deployment of mobile devices and the need to remain current with developments in mobile technology, it is important to consider the design of appropriate mobile training content to increase learners' engagement in mobile learning courses. However, studies have emphasized the challenges in this area. Therefore, we conducted a systematic mapping study that offers an overview of the current literature in this domain based on a thorough search of the literature by using a process of selection that involves criteria for inclusion and exclusion, data extraction and synthesis strategies. Of the 194 journal articles identified in the initial search stage, 58 were selected as primary studies; they were published between 2009 and 2019. We applied a classification scheme to answer our research questions. Our study examines the current challenges in the design of mobile training content, identifies the key open issues, determines the trends in publication and emphasizes the most widely researched topics in recent years related to the design of mobile training content. Our study identifies the existing challenges and suggests further work on key open issues. Our study also suggests that, considering the major issues related to pedagogical challenges, the research focus should shift toward the design of attractive, interactive and motivating mobile content that is based on a theoretical framework for mobile training courses, and other technological and managerial challenges that can be addressed should be investigated in order to overcome the existing difficulties in the design of mobile training content and to provide better solutions for the continuity of this research domain.

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Evaluating students’ experiences in self-regulated smart learning environment

Gambo

Shakir

2022

Educ Inf Technol

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The increasing development in smart and mobile technologies transforms a learning environment into a smart learning environment that can support diverse learning styles and skills development. An online learner needs to be supported for an engaging and active learning experience. Previously, this progressive research developed and implemented a self-regulated smart learning environment (mobile app) among final-year undergraduate students to support online learning experiences. To understand students' experiences, there is a need to evaluate the mobile app. However, there is a lack of a well-documented study investigating students' experiences in terms of usability, challenges, and factors influencing satisfaction to inform a decision regarding future implementation. This study attempts to fill these gaps by exploring these experiences for sustainable future implementation. The study used cyclical mixed-method evaluations to explore the experiences of 85 final-year undergraduate students. The quantitative data were collected using a survey on the constructs of the research model previously developed to evaluate factors influencing students' satisfaction, and the qualitative used focus group discussions to explore usability experiences and challenges of implementations. The quantitative data were analyzed using SPSS 25 to confirm the structural equation model's relationship. The qualitative data were analyzed using a thematic process to understand students' experiences. The findings from the first mixed-method evaluation show that students were able to follow the learning process, and the application supported their online learning experiences. However, a student expressed the need to improve user functionalities to motivate and engage them in the learning process. The suggestions were incorporated into the mobile app development for the second evaluation. The findings from the second evaluation revealed similar support. However, students suggested a web-based version to support different operating systems and improve interactions. Furthermore, the information system qualities and moderating factors investigated supported students' satisfaction. Future research could explore facilitators' experiences in the mobile app for sustainable development and implementation for engaging online learning experiences and skills development.

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A Smart Mobile Learning Conceptual Framework for Professional Development of UAE In-Service Teachers

Cited by 13 publications

References 12 publications

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Using M-Learning Technology in Teaching Foreign Languages: A Panacea during COVID-19 Pandemic Era

Designing Mobile Training Content: Challenges and Open Issues

Evaluating students’ experiences in self-regulated smart learning environment

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