Meaningful learning with mobile devices: pre-service class teachers’ experiences of mobile learning in the outdoors

Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

doi:10.1080/1475939x.2018.1430061

Cited by 24 publications

(27 citation statements)

References 25 publications

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“…Mobile Learning is a learning model that is carried out between places or environments using technology that is easy to carry when the learner is in a mobile / cell phone condition (Kärki, Keinänen, Tuominen, & Hoikkala, 2018). The level of penetration of mobile devices is very high, the level of use is relatively easy, and the price of devices that are increasingly affordable, compared to personal computer devices, is a driving factor that is increasingly expanding opportunities for the use or application of mobile learning as a new trend in learning, which forms a learning paradigm that can be done wherever and whenever This study examines the use of mobile learning in learning Pancasila Education Courses conducted in tertiary institutions.…”

Section: Resultsmentioning

confidence: 99%

“…Mobile learning is the delivery of electronic learning material on mobile computing tools so that it can be accessed from anywhere and at any time. In general, the intended mobile devices are smartphones, mobile phones, and PDA ( M-Learning can be grouped into several classifications, depending on several points of view (Kärki, Keinänen, Tuominen, & Hoikkala, 2018). From the ICT technology used, m-learning can be classified based on the main indicators, namely the type of devices supported and the type of wireless communication used to access learning material and administrative information.…”

Section: Literature Review the Concept Of Mobile Learningmentioning

confidence: 99%

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The Application of Mobile Learning for University Students in the Pancasila Education Modul in Developing Character of Students' Empathy

Sarkadi¹,

Casmana²,

Cahyana³

et al. 2020

ujer

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The main purpose of this study is to improve students' empathy attitudes in Pancasila education courses using applications in mobile phones. It is a tool application or media that is used by educators to be able to transfer knowledge to their students. This is used to be able to increase the interaction and learning motivation of students, so they can obtain maximum learning resources. The name of the application is Pancasila Mobile learning, and it is available on Playstore for Android users and web-based page. Meanwhile, the empathy characters need to be developed by the school to be able to grow in students. As such, this study focuses on growing empathy by using mobile learning applications. The research method used is quantitative. The data collection technique used was an online questionnaire, which was filled by 119 students at universities in Jakarta. They are students who have already or are studying Pancasila in college. The results of this study indicate that the use of mobile learning applications in learning Pancasila in the classroom can increase empathy attitudes towards students. They can carry out positive activities, and feel pleasure and comfort when using mobile learning applications in the learning process. Thus, the use of mobile learning needs to be continuously developed by educators both in universities and schools.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Review the Concept Of Mobile Learningmentioning

confidence: 99%

The Application of Mobile Learning for University Students in the Pancasila Education Modul in Developing Character of Students' Empathy

Sarkadi¹,

Casmana²,

Cahyana³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Madary and Metzinger (2016) alleged that the presence of technological advancement deprived this generation of far more than they can imagine because we have not taken the initiative to use technology as a weapon rather than a slave. Karki et al (2018) stated that people who use technology regularly develop health issues such as back pain, headaches, and eye problems. It can also contribute to obesity due to a lack of physical activity.…”

Section: Advancement Of Technologymentioning

confidence: 99%

Impact of Advancement of Technology, Competitive Pressure, User Expectation on Continuous Digital Disruption: Mediating Role of Perceive Ease of Use

Addison¹

2021

OJBM

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The purpose of this research was to determine the impact of advancement of technology, competitive pressure, and user expectation on continues digital disruption using perceive ease of use role as a mediator. This study proposed a conceptual framework to investigating the significant factors of the various variables through critical evaluation of associated theoretical models, literature studies, and empirical tests. The proposed conceptual framework examined 292 final samples from targeted populations aged 18 years or older, working with digital technologies in Kuala Lumpur, Malaysia, using a positivism research philosophy and explanatory research design. The Survey questionnaires collected were extensively tested for reliability and validity. Empirical data were analyzed using "Exploratory Factor Analysis" (EFA), "Confirmatory Factor Analysis" (CFA), and "Structural Equation Modeling" (SEM) via AMOS 22 software. Research findings indicate that advancement of technology has an insignificant negative impact on continuous digital disruption. User expectation has a positive, negligible effect on digital disruption. However, competitive pressure showed a negative impact on continuous digital disruption. The role of perceived ease of use as a mediator on continuous digital disruption indicated a positively negligible impact. Perceived ease of use role as a mediator on competitive pressure and user expectations showed a positive marginal effect. Lastly, perceived ease of use as a mediator for advancement of technology was negatively insignificant. In conclusion, all the hypotheses proposed were rejected based on these findings, except for hypothesis (H2). The main contribution of this paper was to determine the actual factors contributing to the unceasing digital disruption in organizations and institutions and also identify the correlation between advancement of tech-How to cite this paper: Addison, S. (2021).

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“…The development of smart phones and possibilities to use mobile internet connection everywhere and at any time have opened up new opportunities to take learning into actual authentic context that is relevant to the particular learning content. There are numerous projects that focus on designing a mobile system for learning (see for instance Crompton, Burke, & Gregory, 2016; Jalil, Beer, & Crowther, 2015; Zydney & Warner, 2016) and considerable number of studies about mobile technology use in learning outdoors in both formal (for instance Burden & Kearney, 2016; Kärki et al ., 2018) and informal environments (for instance Land & Zimmerman, 2015; Zimmerman, Land, Maggiore, & Millet, 2019). These studies demonstrate that it is possible to create meaningful mobile outdoor learning events, which show positive results on student learning (Nikou & Economides, 2017; Sung et al ., 2016; Zacharia, Lazaridou, & Avraamidou, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Designing learning experiences for outdoor hybrid learning spaces

Mettis¹,

Väljataga²

2020

Brit J Educational Tech

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With the support of various personal and institutional mobile technologies, numerous physical and virtual spaces can be turned into interesting and motivating hybrid learning settings. By its nature, outdoor mobile learning happens on the move is connected to specific locations and settings inviting learners to study their surroundings, inquire about natural phenomena and solve complex real‐life problems. This poses challenges for teachers to design meaningful, contextualized and comprehensive learning experiences. The paper aims to explore what kind of mobile learning scenarios K‐12 teachers create and what are the limitations and development perspectives of these scenarios. Content analysis of 25 location‐based outdoor learning tracks with 465 questions and tasks was carried out. The results demonstrate that designing and implementing learning activities outside the safe, familiar classroom environment in new hybrid learning spaces is a challenging task for the teachers on many different levels. Taking Bloom’s revised taxonomy, types of contextualization and integrated learning models as frameworks for content analysis of the learning scenarios, the study shows that the teachers do not perceive the potential hybrid spaces and mobile technologies offer in order to design consistent learning experiences that emphasize higher order thinking levels, encompass contextual information and integrate knowledge from multiple disciplinary sources. The paper concludes that there is a need for more teacher training and systemic interventions into current teaching practices that encourage teachers to step outside of their existing teaching paradigms to acknowledge the pedagogical potential of hybrid learning spaces as well as the technological affordances.

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Meaningful learning with mobile devices: pre-service class teachers’ experiences of mobile learning in the outdoors

Cited by 24 publications

References 25 publications

The Application of Mobile Learning for University Students in the Pancasila Education Modul in Developing Character of Students' Empathy

The Application of Mobile Learning for University Students in the Pancasila Education Modul in Developing Character of Students' Empathy

Impact of Advancement of Technology, Competitive Pressure, User Expectation on Continuous Digital Disruption: Mediating Role of Perceive Ease of Use

Designing learning experiences for outdoor hybrid learning spaces

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