Early Investigation of the Impact of Mobile Learning Ethics Student-Generated Activities for STEM Subjects in a Local Malaysian University Context

Abstract

Mobile learning is fairly new in the local context, particularly for STEM subjects in Malaysia universities. However, this raises the issue of the ethics of mobile technology. With the advancement of mobile technologies few studies have been conducted for mobile ethics in student-generated activities. The aim of this research is to investigate the impact of mobile learning student-generated activities ethics in Malaysia. The methodology used in this research is largely qualitative with students from a local university in Malaysia. This novel study developed early themes that sign post factors for mobile ethics in student-generated activities in a Malaysian university context for STEM subjects.

Exploratory Study on the Compensation Practices in Private Hospitals for Clinical Specialists in Malaysia

“…13 The data was analysed using a thematic analysis approach, in which the data was analysed into codes, then categories, followed by themes. 14 The Standards for Reporting Qualitative Research: A Synthesis of Recommendations (SRQR) was a guide in reporting this study.…”

The Effectiveness of Case-Based STEM Integrated with Mobile Simulation to Foster Students’ Creative Thinking Skills

“…PhET simulations are animated, user-friendly, and reminiscent of a game, enabling students to learn through hands-on experience. Students can easily comprehend the conceptual physical models presented in the simulations, which emphasize the user's transition between real-world events and mobile simulations [21]. Atoms, photons, electrons, and electric fields are some of the intangible elements that constitute PhET simulations.…”

Mobile Phones in Classrooms and in Professor-Student Communication: Ukrainian, Omani, and U.S. American College Students’ Perceptions and Practices

“…The unprecedented expansion of wireless technologies and of their roles in people's lives has led to everincreasing interest among researchers. While initially many research projects, including our own [5,6], largely focused on social uses of mobile phones, investigations into the place of mobile phones in educational settings have been gaining momentum (e.g., see [3,[7][8][9][10][11][12]), ranging from students' attitudes toward them in Jordan [7], uses of them in lectures in Australia [8], and ethical concerns about them in Myanmar [9]. The global pandemic of 2020, which continues into 2021, forced many educational establishments out of traditional face-to-face and into online instructional environments.…”

“…In 2008, Godwin-Jones [13] observed that as smartphones became more affordable and pervasive, they came to be seen as important tools in mobile learning (mlearning). However, recent studies [10,14,15] have noted that mobile phones' uses in educational environments remain understudied. While researchers [16,17,18] remark that there is much to be learned about the effectiveness of small mobile technologies in education, educators and administrators raise concerns about the costs required to deploy and maintain such technologies and their reported negative effects (e.g., increasing instances of student cheating and distraction).…”