Learning with mobile devices: A comparison of four mobile learning pilots in Africa

Isaacs, Shafika; Roberts, Nicky; Spencer-Smith, Garth

doi:10.15700/saje.v39n3a1656

Cited by 9 publications

(5 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Additionally, higher education presents developed skills that lead to obtaining high productivity and enhancing life quality. This is the reason that the advanced world prioritizes higher education for developing skills that are regarded as essential and vital in today's workplace due to its importance [36]. For instance, the human capital in the USA is perceived to be more significant than physical capital.…”

Section: Lms Challenges and Issuesmentioning

confidence: 99%

Review of learning management systems: history, types, advantages, and challenges

Taha Al-Dhief,

Al Nasser,

Mohamed Tharikh

et al. 2024

IJEECS

View full text Add to dashboard Cite

<div align="center"><span>As technological advancements continue in the higher education domain, the systems of higher learning management in universities and institutions have witnessed significant attention from researchers and developers. The technologies of these systems can present extremely useful tools and provide many advantages to enhance learning and increase the students’ performance. However, there are some issues and challenges that face these systems and need to be highlighted. Moreover, there is a need to review the advantages of such systems in order to motivate other countries to adopt, use, and develop the learning systems. Therefore, this paper gives an overview of the learning management systems (LMSs) in universities and institutes. Furthermore, it presents the history of LMSs, usages, systems types, advantages, challenges and issues.</span></div>

show abstract

Section: Lms Challenges and Issuesmentioning

confidence: 99%

Review of learning management systems: history, types, advantages, and challenges

Taha Al-Dhief,

Al Nasser,

Mohamed Tharikh

et al. 2024

IJEECS

View full text Add to dashboard Cite

show abstract

“…Berbagai topik dapat dikembangkan berdasarkan kata kunci ini. Effect (Bringula, 2017;Roberts, 2015;Sintema, 2020;Tingir, 2017), mobile device (Isaacs, 2019;Meletiou-Mavrotheris, 2019;Tingir, 2017;Wong, 2014), STEM education (Dorouka, 2020;Pajk, 2021;Proudfoot, 2017;Sintema, 2020;Xie, 2020;Zhao, 2018), student (Arnesen, 2013;Bray, 2016;Bryant, 2015;Daher, 2017;Juhan, 2017;Kyriakides, 2016;Nerlich, 2013;Park, 2020;Pöysä, 2019;Sintema, 2020;Soto, 2015;Tingir, 2017;Wong, 2014;Xie, 2020;Zhalgasbekova, 2018) Cluster 2 Development, mathematics Development (Huang, 2013;Kajonmanee, 2020;Kumar, 2019;Masduki, 2017;Siswanto, 2019), mathematics (Bray, 2016;Bringula, 2017;Dorouka, 2020;Huang, 2013;Juhan, 2017;Juric, 2018;Kalloo, 2012;Kyriakides, 2016;Meletiou-Mavrotheris, 2019;…”

Section: Hasil Penelitian Dan Pembahasanmentioning

confidence: 99%

Analisis Bibliometrik Mobile Mathematics Learning

et al. 2021

View full text Add to dashboard Cite

Penelitian ini memaparkan tinjauan kritis mengenai Mobile Mathematics Learning berdasarkan analisis bibliografi atas 195 artikel yang dipublikasikan dalam jurnal internasional berdasarkan database scopus selama kurun waktu 1997– 2021. Tujuan penelitian ini untuk menjawab kekosongan dengan memberikan analisis bibliometrik ekstensif dari literatur yang berkaitan dengan istilah ini untuk menjawab pertanyaan-pertanyaan berikut: (1) Bagaimana artikel Mobile Mathematics Learning diklasifikasikan?, (2) Bagaimana trend penelitian Mobile Mathematics Learning? Topik penelitian apa yang menjadi subjek lebih banyak publikasi?, (3) Apa topik Mobile Mathematics Learning masa depan yang memberikan kesempatan untuk penelitian lebih lanjut?. Analisis bibliometrik menggunakan lima langkah meliputi mendefinisikan istilah pencarian yang sesuai, hasil pencarian awal, penyempurnaan hasil pencarian, penyusunan data statistika awal, dan analisis data. Hasil penelitian memperoleh 195 makalah dengan hasil awal sebanyak 1606 kutipan (66.92 kutipan / tahun dan 8.24 kutipan/makalah). Pemurnian hasil menyisakan 60 artikel (penurunan 69,2%); data mengenai kutipan juga berubah, dengan 566 kutipan (menurun 64,8%), 40.43 kutipan/tahun (menurun 39,6%), dan 9.43 kutipan/makalah (meningkat 14,4%). Temuan ini menunjukkan bahwa jurnal Q1 dan Q2 tidak memberikan pengaruh yang signifikan terhadap kutipan dibandingkan jurnal lainnya. Penelitian ini menunjukkan informasi untuk masa yang akan datang dalam bidang Mobile Mathematics Learning, serta merangkum dan mendukung temuan penting dari tinjauan tersebut.Secara keseluruhan, konsep Mobile Mathematics Learning masih perlu ditingkatkan dalam penelitian-penelitian yang akan datang. Penelitian selanjutnya dapat mengambil topik tentang context, effect, mobile device, development, STEM Education dan mobile technology

show abstract

“…Several mobile learning projects aimed at harnessing the device's potential have been apparent across countries (UNESCO, 2017). They include Nokia's Mobile Mathematics and Master Math in South Africa, M-Pesa-project that supported in-service teacher training in Kenya, a mobile literacy game in Zambia, an e-reader, and a Mobile Math learning platform in Ghana, among others (Isaacs et al, 2019;Jere-Folotiya, 2014;Roberts et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools

Mfaume

2022

JL4D

View full text Add to dashboard Cite

Emerging mobile technologies have significant educational benefits and raise several ethical concerns. This study examined the use and abuse of mobile phones by teachers in secondary schools in Tanzania. It employed a qualitative phenomenological research design that involved three secondary schools and 44 participants, including teachers, school heads, Teachers' Service Commission officers, Education officers, and students in Kinondoni District in the Dar es Salaam region. Data were sought through semi-structured interviews, Focus Group Discussions, and documentary reviews and were subjected to thematic data analysis procedures. The findings indicated that teachers do not fully utilise their mobile phones for academic purposes in schools. Also, abuse of mobile phones by teachers is commonplace in schools. The study recommends the need for a framework to guide teachers on the ethical use of the devices and for the curricula at all educational levels to incorporate content related to ICT use ethics.

show abstract

Learning with mobile devices: A comparison of four mobile learning pilots in Africa

Cited by 9 publications

References 20 publications

Review of learning management systems: history, types, advantages, and challenges

Review of learning management systems: history, types, advantages, and challenges

Analisis Bibliometrik Mobile Mathematics Learning

Mobile Pedagogical Technologies and Teachers’ Professional Ethics in Tanzania: An Inquiry into the Use and Abuse of Mobile Phones by Teachers in Secondary Schools

Contact Info

Product

Resources

About