Design a Mobile Learning Framework for students in Higher Education

Ahmed, Awder Mohammed; Ghareb, Mazen Ismaeel

doi:10.21928/juhd.v3n1y2017.pp288-296

Cited by 8 publications

(7 citation statements)

References 0 publications

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“…Blended learning has turned out to be prominent among the most known approaches to educate English as Foreign Language (EFL). In [41], the authors outline M-learning framework based on three key aspects: technical, cultural and theoretical aspects. The validation of the framework is conducted by questionnaires with students but there is a lack of clarity on the validation process and applied areas of learning.…”

Section: Frameworkmentioning

confidence: 99%

Mobile Learning Approaches and Its Impact on Student‘s Education — A Survey

Aziz¹,

Kadel²,

Guruge³

et al. 2021

IJIET

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As mobile devices have become a part of our everyday life, there is a lot of research going on how to make this technology more productive for the students. Most of the research studies have indicated that, mobile devices are very useful for students while a few research studies negates its effectiveness. In this paper, we have presented the literature survey conducted on the use of mobile technologies in the field of Teaching and Learning (T&L). These studies are broadly classified into three areas: Impact and learning environment; specific applications; and mobile learning framework. We will be exploring all these areas in this paper. Our review in impact and environment of mobile learning indicates that the use of mobile technology is nourishing the knowledge and learning of students in most cases. Our review on specific applications of mobile learning reveals positive impacts on learning in various fields but the key concern raised was difficulties in implementing them and not having proper control guideline. Moreover, our review on frameworks for mobile learning indicates that there are different frameworks developed for different applications. Most of the applications are limited to non-technical areas. However, we can observed that there is a lack of connectivity between course development and framework for mobile learning. Therefore, the future course developers need to address the gap by taking into account of learners’ behavior in using mobile devices and their cultures to enrich student engagement and learning.

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Section: Frameworkmentioning

confidence: 99%

Mobile Learning Approaches and Its Impact on Student‘s Education — A Survey

Aziz¹,

Kadel²,

Guruge³

et al. 2021

IJIET

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“…With the increased usage of mobile phones, the government has made it easier for institutions to engage in design and developing m-learning applications by facilitating the development of ICT tools for teaching and learning [15]. Higher education institutions have increasingly used web pages and Internet resources with essential learning materials and online learning (e-learning) still visually impaired students cannot benefit fully on accessibility [1]. According to [16], there are an estimated five HLI in Tanzania who uses m-leaning integrated into Moodle learning management system.…”

Section: Literature Reviewmentioning

confidence: 99%

“…[20]discussed incorporation clouding computing on mmlearning for commerce, healthcare, and educations system to improve productivity in the nation. However [1] designed a framework for m-learning to be used in Higher institutions which motivate students to use it and learn in order to increase mobility and efficiency. [21]designed m-learning for professional development of the people especially those who are in offices who are not visual impaired [23]found that it is advantageous to use cloud computing for e-learning solutions and it influences the way the e-learning software projects are managed.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The adoption of M-learning assistive technologies by visually impaired learners has been a major issue of discussion in the globe among the issues in m-learning. Different authors have described m-learning is an ability to provide/ receive educational learning contents in mobile devices such as tablets, smartphones, PDAs etc [1]- [3] at any time and anywhere hence create flexible learning Since m-learning is based on the use of mobile device at any time and any place, it makes it easier for learners to learn when they want to learn, and at their own pace [2], [4] and enhance teaching and learning in HLI. Overall, m-learning can play a vital role in education, especially in HLIs in Tanzania by providing access to learning contents to students who are all over the country, affordable education provision and easy course transfer in all student surroundings.…”

Section: Introductionmentioning

confidence: 99%

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The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

Kamaghe

Luhanga²,

Kisangiri³

2020

Int. J. Emerg. Technol. Learn.

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In the past decades, the world has experienced major changes in the advancement of learning technologies which has enabled learners to engage in their learning activities anywhere. The penetration of mobile phone internet users in Tanzania has been increasing from 2 million in 2011 to 23mil in 2017 The adoption of mobile-based learning (M-learning) for students who are visually impaired in Tanzania has become a major bottleneck since most of the e-learning contents assume that learners have sight and thus include a lot of visualizations. This causes visually impaired students in higher learning Institutions (HLIs) to face challenges such as technical knowledge gaps. Lack of skills and inaccessibility of online contents, which then lead to drop out of the university. The aim of this study is to determine the awareness and usage levels of existing mobile assistive technologies for visual impairment, and the remaining challenges that visually impaired students face, when using such tools on smartphones to access m-learning content from HLIs. in Tanzania. The research was conducted an observational and contextual inquiry study at three major HLIs. We found that 67% of respondents did not have knowledge of m-learning assistive technologies, and their technology barriers for visually impaired students. Also, knowledge, accessibility of Assistive technology and affordability can hinder the adoption of m-learning in Higher Learning Institutions

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“…Mobile applications tend to bring valuable results to learning in challenging learning environments [3] [4]. Farrah's research shows that most students use mobile applications because of the ease of accessibility and flexibility that helps them in the teaching and learning process.…”

Section: A Mobile Application For Learningmentioning

confidence: 99%

Hydrocarbon Compounds Learning Application

Rostianingsih

Handojo

Setiawan

et al. 2019

2019 4th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON)

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Hydrocarbons are the simplest class of carbon compounds. They consist only of the elements carbon (C) and hydrogen (H). Although they only consist of two elements, hydrocarbons are a large compound, as well as one of the most important sources of energy on earth. The main use is as a fuel source. In their solid form, hydrocarbons are one of the asphaltforming compositions. By seeing the importance of learning hydrocarbons, we made a mobile application to facilitate student learning from some of the learning materials. Users are confronted with hydrocarbon compounds and are asked to identify the compound's name. Users are also faced with a hydrocarbon's name and they are asked to draw the compounds.

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Design a Mobile Learning Framework for students in Higher Education

Cited by 8 publications

References 0 publications

Mobile Learning Approaches and Its Impact on Student‘s Education — A Survey

Mobile Learning Approaches and Its Impact on Student‘s Education — A Survey

The Challenges of Adopting M-Learning Assistive Technologies for Visually Impaired Learners in Higher Learning Institution in Tanzania

Hydrocarbon Compounds Learning Application

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