ARIS MOBILE: Helping to Define the Future of Mobile Learning

Grohmann, G.; Hofer, Anja; Martin, G.

doi:10.1109/icmb.2005.21

Cited by 11 publications

(7 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Instructions about what multimedia data they were to collect, which had been quite sufficient for the PDAs in Trial 1, were not adequate in Trial 2. This issue of lack of autodidactic competencethe ability of students to know how to learn and organise their own learning processes -has been identified as a problem in m-learning (Grohmann, Hofer & Martin, 2005). It is, at least in part, the result of unfamiliarity with m-learning, which they are probably encountering for the first time in their educational experience.…”

Section: Case Study One: Mobile Supported Fieldworkmentioning

confidence: 99%

Advancing the m-learning research agenda for active, experiential learning: Four case studies

Dyson

Litchfield

Lawrence

et al. 2009

AJET

View full text Add to dashboard Cite

<span>This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.</span>

show abstract

Section: Case Study One: Mobile Supported Fieldworkmentioning

confidence: 99%

Advancing the m-learning research agenda for active, experiential learning: Four case studies

Dyson

Litchfield

Lawrence

et al. 2009

AJET

View full text Add to dashboard Cite

show abstract

“…Nevertheless, several key components are still missing. For instance, knowledge management and mobile learning that are vital to the creation of organizational values and employee competence are omitted in this classification [10,12]. Furthermore, their approach does not separate the strategic and managerial levels from the operational level to address and specify different B2E mobile service needs.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Mobile commerce attracts lots ofresearch attention. Emerging research issues include mobile service development, wireless and mobile infrastructure, mobile security and payments, and mobile applications in various application domains such as retailing, learning, and tourism [3,12,31,37]. However, although there is a growing research interest in increasing mobile technology usage in the enterprise environment, previous research works mainly focus on technology-level service integration [6,13,15] and consumer-oriented service offering [9,24], the adoption of mobile technologies in intra-business and organizational management services are still rare and slow [37].…”

Section: Introductionmentioning

confidence: 99%

Value-based Mobile Service Classification for B2E Applications in Tourism Industry

Chang

2007

The 9th International Conference on Advanced Communication Technology

View full text Add to dashboard Cite

Previous research works related to mobile computing and services mainly focus on technology-level service integration and consumer-oriented service offering. The adoption of mobile technologies in developing intra-business and organizational management services is still rare and slow. This paper aims at classifying useful mobile services for business-to-employee (B2E) sector in the tourism industry to facilitate value creation for employees from strategic to operational levels. A B2E mobile service classification framework is proposed to categorize the mobile organizational services into four management levels with three mobility values including wireless, location, and contextual values respectively.

show abstract

“…In addition, m-learning may enrich students’ learning experiences as it facilitates collaboration and informal interactions between them, builds social capital, and motivates disengaged or at-risk students (Naismith et al, 2004; Sharma and Kitchens, 2004). Furthermore, it adds a new layer to student-instructor interaction and helps create a positive attitude among students towards instructors and the learning process (Grohmann et al, 2005; Vogel et al, 2007). Further, m-learning improves the accessibility and reusability of educational resources, and enhances the flexibility and interactivity of learning at convenient times and places (Murphy, 2006).…”

Section: Introductionmentioning

confidence: 99%

Library and Information Science students’ perceptions of m-learning

Aharony

2014

Journal of Librarianship and Information Science

View full text Add to dashboard Cite

Introduction M-learningWith the rapid development of mobile technologies, mobile learning (m-learning) has become a new trend in education. M-learning is defined differently by various people. Early perspectives focused on technology and suggested that m-learning is the delivery of training by means of mobile devices such as mobile phones or other personal digital assistants (McConatha and Praul, 2008). Sharples et al. (2007) state that m-learning is a conversation across multiple contexts among people and personal interactive technologies. Another dimension is presented by Wood (2003) who notes that m-learning is location based, situation dependent, and based on interaction between mobile devices and learners. A different interesting definition suggests that m-learning is the acquisition of knowledge or skills through the use of mobile technology anywhere and anytime (Geddes, 2004). An alternative perspective is that mobile learning refers to the use of mobile or wireless devices for the purpose of learning while on the move (Park, 2011). Further researchers characterize m-learning as an extension of e-learning. For example, Kadirire (2009) asserts that m-learning is a form of e-learning which can take place anytime and anywhere with the help of a mobile communication device.New m-learning perspectives relate to other aspects as well. One such viewpoint is learner-centered, suggesting that m-learning takes place when the learner is not at a fixed place, and that there are learning opportunities offered by mobile technologies (O'Malley et al., 2003). Expanding the learning dimension, Walker (2006) points out that mobile learning is not only about using portable devices, but also learning across contexts while Peters AbstractThe rapid development of mobile technologies has made mobile learning (m-learning) a new trend in education. This study explores whether Library and Information Science students, whose studies and future work focus on using up-to-date technologies, are familiar with new technological innovations. The study has two objectives: (1) whether personality and individual characteristics are related to perceptions about m-learning and (2) whether differences exist according to level of education, age and gender concerning perceptions about m-learning. The research was conducted in Israel during the first semester of the 2012 academic year. Researchers used six questionnaires to gather data. Findings suggest that individual differences such as resistance to change, learning strategies, and age may predict and influence m-learning adoption. Library and Information Science educators should be aware of these individual differences while teaching and training their students. They should understand that not all students wish to adopt current technologies, either while students or later as professionals. However, since using mobile technologies is an essential activity in these times, Library and Information Science educators should augment the curriculum to maximize exposing students to these platforms. Stu...

show abstract

ARIS MOBILE: Helping to Define the Future of Mobile Learning

Cited by 11 publications

References 2 publications

Advancing the m-learning research agenda for active, experiential learning: Four case studies

Advancing the m-learning research agenda for active, experiential learning: Four case studies

Value-based Mobile Service Classification for B2E Applications in Tourism Industry

Library and Information Science students’ perceptions of m-learning

Contact Info

Product

Resources

About