Differences between m-learning (mobile learning) and e-learning, basic terminology and usage of m-learning in education

Korucu, Agâh Tuğrul; Alkan, Ayşe

doi:10.1016/j.sbspro.2011.04.029

Cited by 248 publications

(154 citation statements)

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“…But still, no matter how challenging and unexplored the new field of mobile learning is, we have to adapt to the fact that it brings significant changes in learning environment, with the opportunity of learning independent of time and location (Korucu and Alkan 2011). And above all, we have to accept the fact that the mobile learning is the type of learning in the future (Keegan 2002).…”

Section: Libellarium IX 2 (2016): 217 -230mentioning

confidence: 99%

Using mobile application in foreign language learning

Ivić

Jakopec

2017

libellarium

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The Department of English Language and Literature and the Department of Information Sciences cooperatively, for the purpose of providing additional foreign language training for their students, developed application FFOS Test Your Knowledge (FFOS TYK). TYK was realized as a mobile application for the hybrid development model which allows deployment on multiple platforms. The application is intended primarily for the students of the English language and literature, but it can also be used by other students. The application is available on mobile devices, tablets, laptops and personal computers, and via wireless internet at the faculty students have the free access to it. Each user is given the option for registration and login so that their work can be statistically monitored and ranked. Research data shows that students choose the tests dealing with problem areas, but they prefer shorter tasks when it comes to typing the words. We can conclude that the overall success is rather well distributed with the majority of students scoring around 50% or above with just a few being excellent, and also not many failing to solve the tasks well. The application gives feedback to students and ranks them anonymously. It also offers teachers the possibility to increase the number of questions in the tests and to create the new tests and monitor the success of their students.

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Section: Libellarium IX 2 (2016): 217 -230mentioning

confidence: 99%

Using mobile application in foreign language learning

Ivić

Jakopec

2017

libellarium

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“…In addition, desktop computers cannot be used on the move since they are not mobile (Ettinger et al, 2006). m-Learning has been described as "learning conducted in multiple locations, across multiple time zones and the content is accessible through various devices" (Oberer & Erkollar, 2013;Korucu & Alkan, 2011) including smart phones, tablets, PDAs, MP3 players, portable game devices and iPads (Jacob & Issac, 2014). The emergence of these devices has facilitated the growth of m-learning, thus playing a key role in fulfilling the primary goals of distance education for geographically-dispersed persons and groups (Uzunboylu et al, 2009).…”

Section: Pedagogical Theories and M-learningmentioning

confidence: 99%

“…The emergence of these devices has facilitated the growth of m-learning, thus playing a key role in fulfilling the primary goals of distance education for geographically-dispersed persons and groups (Uzunboylu et al, 2009). These devices provide opportunities for interactivity through a combination of features such as audio, video, text document editing and storage of data (Korucu & Alkan, 2011).…”

Section: Pedagogical Theories and M-learningmentioning

confidence: 99%

The Usefulness and Ease of Use of a Mobile Simulation Application for Learning of ERP Systems

Scholtz

Kapeso

Villiers³

2017

SACJ

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The hands-on use of complex, industrial Enterprise Resource Planning (ERP) systems in educational contexts can be costly and complex. Tools that simulate the hands-on use of an ERP system have been proposed as alternatives. Research into the perceived usefulness (PU) and perceived ease of use (PEOU) of these simulation tools in an m-learning environment is limited. As part of this study, an m-learning simulation application (SYSPRO Latte) was designed based on experiential learning theory and on a previously proposed theoretical framework for m-learning. The application simulates the hands-on experience of an ERP system. The purpose of this paper is to analyse the results of a study of 49 students who used SYSPRO Latte and completed a questionnaire on its PEOU and PU. The results revealed that students perceived SYSPRO Latte to be easy to use and useful, and verified other studies identifying a correlation between PEOU and PU. The study also confirmed the benefits of simulation-based learning and m-learning particularly for content presentation. The importance of considering design principles for m-learning applications was highlighted. This study is part of a larger, comprehensive research project that aims at improving learning of ERP systems in higher education.

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“…Such information can also be shared on the module's forum, and not only through general information that is posted through the platform, getting students and entrepreneurs to get in touch with one another and having debates around how successful entrepreneurs managed to get rid of the stigma regarding business failure. The structure of the e-learning platform and that of the module will be modified to be implemented with m-learning [25], due to the fact that m-learning is a part of elearning, as shown in figure 2, bringing the information required by students in a faster and easier manner to access through such implementation.…”

Section: The E-learning Platform Modulementioning

confidence: 99%