Investigating attitudes towards the use of mobile learning in higher education

Al-Emran, Mostafa; Elsherif, Hatem M.; Shaalan, Khaled

doi:10.1016/j.chb.2015.11.033

Cited by 423 publications

(297 citation statements)

References 23 publications

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“…The findings presented in this paper are comparable to previous studies in the Gulf States, such as Oman, Qatar (Al-Emran, M., Elsherif, & Shaalan, 2016;MacLeod, 2015). Here is what these studies found:…”

Section: Discussionsupporting

confidence: 82%

“…With a different set of tools and resources becoming continuously available, mobile learning has gained credibility as having the potential to improve options for the personalization of learning. Scholars who have studied the characteristics of mobile learning in classrooms concede that m-learning allows students to work cooperatively, in teams, or independently, to accomplish a variety of tasks, for example to resolve research problems, work on assignments, meet separate needs, and allow for pupil voice and choice (Al-Emran, Elsherif, & Shaalan, 2016;Santos & Bocheco, 2014). With access to so much content anytime and anywhere, there are plenty of opportunities for formal and informal learning, both inside and outside the classroom (Keegan, 2005;Knezek & Khaddage, 2012).…”

Section: Mobile Learning In Higher Educationmentioning

confidence: 99%

“…The rapid spread of digital technologies is noticeable everywhere and has affected every age group, race, and country (Al-Emran, Elsherif, & Shaalan, 2016;Santos & Bocheco, 2014). Students are coming to classrooms armed with many of the latest mobile devices, including notebook computers, smartphones, and recording pens like the Livescribe.…”

Section: Introductionmentioning

confidence: 99%

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Opportunities and Challenges of Mobile Learning That University Students Encounter in the UAE

Murshidi¹

2017

IRHE

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This study presents preliminary results based on a survey administrated to a sample of 400 students enrolled in undergraduate courses offered at a Higher Education Institution in the United Arab Emirates (UAE). The paper examines opportunities and challenges university students face when instructors introduce -structured‖ mobile learning in higher education. In part, this article presents qualitative findings of the larger study involving a subset of the sample, to gain in-depth data. Closed-ended and open-ended questions probed students' experiences and perceptions about the use of mobile devices in academic work. Findings reported in this paper focus on students' perceptions on opportunities and challenges. The analysis revealed that a majority of students used iPads, cell phones, and laptop computers to study anytime and anywhere. Respondents reported that these technological devices enabled students to meet deadlines faster than students without mobile devices. In addition, students indicated that they faced difficulties accessing Internet networks in most places. This phenomenon has afflicted students' productivity and efficiency levels, since most academic work required Web searches and Internet connectivity. Nevertheless, students benefited a great deal in using such mobile technological devices and admitted that the benefits outweighed the challenges they encountered.

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Section: Discussionsupporting

confidence: 82%

Section: Mobile Learning In Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Opportunities and Challenges of Mobile Learning That University Students Encounter in the UAE

Murshidi¹

2017

IRHE

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“…In general, mobile devices have been well-received as an educational tool due to nearly negating the limitations of place and time and providing a learner-centered educational environment [2]. Various mobile-based learning content has recently been developed, and researchers are actively studying teaching methods that utilize such content.…”

Section: Introductionmentioning

confidence: 99%

“…The prospect of mobile learning has been receiving attention in higher education, as it has little limitation when it comes to time and space, and it can therefore expand the scope of opportunities in education [2]. Mobile learning can provide access to overseas educational content, enabling interaction between individuals that cannot easily communicate face to face, which is thought to enhance the efficiency of education [22].…”

mentioning

confidence: 99%

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Kim

Rha

2018

Int. J. Interact. Mob. Technol.

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Abstract-This study empirically analyzed a survey conducted on South Korean undergraduate students to determine the factors that influence their decision to adopt mobile learning. The consumer typology approach was applied based on their mobile technology readiness, and identified three distinct consumer groups: critical adopters, pro-technology, and ambivalent. Critical adopters were the largest of the three groups, indicating that a significant portion of university students in South Korea might be critical adopters of mobile learning. Compatibility and observability positively influenced the intention to use mobile learning in all consumer groups. In the critical adopter and ambivalent groups, mobile learning resistance had the greatest effect on the intention to use mobile learning, while in the pro-technology group mobile learning selfefficacy had the greatest effect on this intention. Results identified significant differences across consumer groups in the antecedents and consequences of the intention to use mobile learning.

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Lifelong Learning on the Go: English Language Mobile Learning in China

Kang

Lin

2019

New Dir Adult Contin Educ

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As China is playing an active role in the World's politics, economy, and cultural circles, being able to communicate in English has become one of the basic life and work skills and a key for global access and integration. High mobile technology penetration, together with the proliferation of mobile learning applications, have made it possible for Chinese adult learners to learn English on the go. Mobile technology's core features including portability, instant power‐on, on‐demand, and the ability to accommodate multimodal learning styles and preferences are accounted for to describe mobile learning apps’ affordances for lifelong adult learners’ English learning. Four popular English language learning apps, are compared to illustrate how Chinese lifelong adult learners are learning English on the go.

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Investigating attitudes towards the use of mobile learning in higher education

Cited by 423 publications

References 23 publications

Opportunities and Challenges of Mobile Learning That University Students Encounter in the UAE

Opportunities and Challenges of Mobile Learning That University Students Encounter in the UAE

Predicting the Drivers of the Intention to Use Mobile Learning in South Korea

Lifelong Learning on the Go: English Language Mobile Learning in China

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