Engaging students in higher education through mobile learning: lessons learnt in a Chinese entrepreneurship course

Menkhoff, Thomas; Bengtsson, Magnus

doi:10.1007/s10671-011-9123-8

Cited by 38 publications

(35 citation statements)

References 14 publications

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“…Based on these sources and insights, the paper develops several implicit evaluative arguments about tweeting in higher education and four explicit hypotheses about tweeting in the context of blended learning to be tested in a survey with a bigger sampling frame (Klein & Myers, 1999). A key concern of the authors is to share their experiences with twitter in the classroom so that other higher education instructors can also leverage such tools (Menkhoff & Bengtsson, 2012). As part of our triangulated research strategy (Stake, 1995), multiple sources and methods of data collection were utilized such as expert interviews (e.g.…”

Section: Conceptual Framework Methods and Application Frameworkmentioning

confidence: 99%

Incorporating microblogging (“tweeting”) in higher education: Lessons learnt in a knowledge management course

Menkhoff

Chay

Bengtsson

et al. 2015

Computers in Human Behavior

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a b s t r a c tThis paper features a competency-enhancing social networking application which provides a solution for the dilemma of non-participating (non-engaged) students in class: 'pedagogical tweeting'. Twitter's micro-blogging service enables both instructors and students to send and read messages (tweets) of up to 140 characters, incl. links to blogs, web pages, photos, videos, etc. As Twitter can be accessed from a website, via applications on PC/Mac, iPhone, Android phones, etc., it represents an effective tool to engage students, e.g. by taking up questions during in-class and out-of-class discussions or by providing advice on assignments etc. Students in turn can generate their own learning context and benefit from collaborative knowledge creation. We share respective tweeting experiences made during a course on Knowledge Management (KM) taught at Singapore Management University (SMU) backed up by exploratory research on students' micro-blogging activities. We discuss challenges ahead and propose four hypotheses about the effective deployment of social awareness streams such as Twitter in higher education.

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Section: Conceptual Framework Methods and Application Frameworkmentioning

confidence: 99%

Incorporating microblogging (“tweeting”) in higher education: Lessons learnt in a knowledge management course

Menkhoff

Chay

Bengtsson

et al. 2015

Computers in Human Behavior

Self Cite

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“…Therefore, university and faculty members should ensure that students effectively use the technology for learning purposes; otherwise, the technology becomes redundant. More importantly, technology reduces paper usage and saves the environment to a certain extent (Menkhoff & Bengtsson, 2012). Educators and government leaders in Malaysia should seriously look into this seemingly unconventional way of disseminating education as a possible and perhaps practical alternative to help tackle the issue of education access (Martin & Ertzberger, 2013).…”

Section: Resultsmentioning

confidence: 99%

A Qualitative Study on the Impact of Mobile Technology among Students in Private Higher Education Institutions (PHEIs) in Peninsular Malaysia

2017

J ENTREP BUS

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-The introduction of mobile tools into our classroom spaces ought to be a catalyst for remarkable possibility and genuine change in how we engage learners in the work we pursue together. It should be a moment where we look collectively at what is now possible in how we engage and learn alongside our students and where we do some cultivating that allows us to pull out less timely practices or tools and evolve to what our students need now. It should be a vibrant time. Today's knowledge-based economy requires that nations equip their citizens with appropriate skills and a demand for university education has continued to soar. In much of Peninsular Malaysia, the rapid increase in university enrollments has been matched with an expansion of the relevant infrastructure, resulting in among other things, adequate classrooms and libraries. There has also been a robust growth in the technology sector globally. This study examines the impact of mobile technology usage among students in PHEIs in Peninsular Malaysia and its implications on quality as well as possible contributions of mobile technology to learning. Challenges aside, the study concludes that mobile technology could be exploited to supplement learning as it enables the student to access academic and research materials from credible sources that are either on free-access or subscribed-for through their home university. The findings also add new understanding as regard to factors influencing students' intention to use mobile technology in higher education.

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“…It has been empirically proven that BYOD has a positive effect on student motivation, creating a supportive learning environment and thus improving education outcomes [Rau, Gao, Wu, 2008;Hwang, Chang, 2011]. Researchers from Singapore University also believe that mobile technology in the classroom helps students enrich their experience significantly and apply their knowledge in practice [Menkhoff, Bengtsson, 2012]. By using PDAs, school students learn to manage their out-of-class learning more efficiently and obtain necessary information in digestible formats (from video resources, articles, chats, etc.…”

Section: Three Waves Of Russian School Informatizationmentioning

confidence: 99%

“…Only 3% of students do not have any 13 The project has been implemented since 2009 by the Center for Cultural Sociology and Anthropology of Education at HSE's Institute of Education. .…”

Section: How Teenagers Use Modern Digital Technologies In Everyday Lifementioning

confidence: 99%

Always Online: Using Mobile Technology and Social Media at Home and at School by Modern Teenagers

Koroleva¹

2016

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Abstract. Students of Moscow schools and other educational institutions between the ages of 16 and 18 years old were surveyed to assess how Russian schools use modern methods of e-learning, mobile technologies, and social media in the learning process. The sample covered 3,194 respondents. The study describes three waves of Russian school informatization and the challenges the system has been facing over the last five years: the extensive use of mobile phones and PDAs with high-speed access to the Internet by students and the active use of social media services for communication, search, and the storage of information. The article demonstrates the obvious progress of the schooling system: present-day teachers communicate with their students via email and social networks and occasionally give homework assignments to be done online or using Internet services. Yet, the school remains an extremely conservative institution. The education system is insensitive to the rapid development of technologies, and the process of modernization is essentially inhibited by sticking to conventional teaching practices and ignoring innovative ones. Keywords: school, innovation in education, social media, teenagers, e-learning, informatization of education, ICT, digital technologies. DOI: 10.17323/1814-9545-2016-1-205-224The article was prepared using the data of a panel longitudinal study entitled "Trajectories in Education and Career" as part of Research Project No. 14-06-00735 supported by the Russian Foundation for Humanities and cofunded by the HSE Academic Fund. Received in August 2015According to an OECD report, Russia is ranked 5th among 29 countries in the overall level of innovation in school education [OECD, 2014]. The list of nine innovations in Russian school education includes, among other things, encouraging a more active use of computers as a source of information in the learning process and providing access to the Internet in class. The OECD data does not reflect the existing situation; instead, it focuses on the progress the education system made in 1999-2011. This suggests that the government's programs for computerizing and later informatizing school education, which were launched in the mid-1980s, have achieved their goals at least in part. Meanwhile, computer and Internet services have made much progress over the last five years. Education has been witnessing such trends as using PDAs, mobile apps, social media, and other types of e-learning. The efficiency of using these innovative practic-

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Engaging students in higher education through mobile learning: lessons learnt in a Chinese entrepreneurship course

Cited by 38 publications

References 14 publications

Incorporating microblogging (“tweeting”) in higher education: Lessons learnt in a knowledge management course

Incorporating microblogging (“tweeting”) in higher education: Lessons learnt in a knowledge management course

A Qualitative Study on the Impact of Mobile Technology among Students in Private Higher Education Institutions (PHEIs) in Peninsular Malaysia

Always Online: Using Mobile Technology and Social Media at Home and at School by Modern Teenagers

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