<p>Adopting Mobile Technology in the Higher Education Classroom</p>

Abstract

Mobile technologies have become inexpensive and ubiquitous. This has led to the proliferation of mobile technologies being employed by students for mobile learning (mLearning) purposes. Preferences for mLearning technologies among a higher education student population at a mid-sized Indiana research and teaching university are explored in this article. The findings of this research are compared to similar research from several years prior conducted by Conole, Laat, Dillon, and Darby, 2006. This comparison yielded some interesting findings such as students in both studies strongly agreeing that mLearning is an important aspect of their coursework. Other interesting findings include the laptop remaining as a preferred student technology, and the discussion board gaining in popularity among the U.S. population when compared to their U.K. counterparts in the Conole et al. (2006) study. Opportunities for future research relating to mLearning still remain and are described in this article.

Mobile learning in higher education: A comparative analysis of developed and developing country contexts

“…Like recent mobile learning studies in higher education (Biddix et al, ; Davison & Lazaros, ; Gan & Balakrishnan, ), the results of this study with 189 students show that higher education students utilise a range of technologies including laptops, smartphones, desktop computers, tablets, mobile phones and MP3 players. Utilisation of laptops was predictably high (especially by Australian students).…”

The Effectiveness of Android-Based 2D Mobile Learning Teaching Materials on Indonesian Language Subject in Elementary School

“…Students are able to learn not to know space and time, anytime and anywhere students can use cellular technology media to learn (Kaliisa & Picard: 2017;Dai Guiyu, Liu Yang & Cui Shanmeng, 2018). By using mobile learning, students are able to access various kinds of learning resources that are available and this is a very promising approach to increasing access to education in developing countries (Davison & Lazaros, 2015;Maleko Munguatosha, Muyinda, Lubega, 2011). Thus mobile learning is very effectively used in learning as a supporting element of learning (Demir & Akpinar, 2018).…”

A Systematic Review of Technological Impact on Math Literacy in the Postsecondary Classrooms

“…Technological inclusion within the classroom originated in the early 1970s (Davison & Lazaros, 2015). The increased reliance towards technology as a tool outside of education led to researcher focus on the impact within the classroom.…”

“…The increased reliance towards technology as a tool outside of education led to researcher focus on the impact within the classroom. Initial assessments were primarily guided towards K-12 classrooms, which failed to provide an understanding of the impact of technology within higher education (Davison & Lazaros, 2015). As a result, technological based instructional design was incorporated mainly as a tool for instruction.…”

“…As a result, technological based instructional design was incorporated mainly as a tool for instruction. However, since the early 1970s, technological tools and paradigms for inclusion within instruction has greatly improved (Esteves et al, 2017;Davison & Lazaros, 2015).…”