Mobile Learning: What Guidelines Should We Produce in the Context of Mobile Learning Implementation in the Conflict Area of the Four Southernmost Provinces of Thailand
Abstract:Existing typical room based learning in the four southernmost provinces of Thailand includes several limitations. Physical security is the key issue when making journeys to schools and universities and the destruction of physical buildings also poses concrete limitations to existing room based learning in the affected area. With this phenomenon, the accessibility to physical room based class is problematic and limited. In contrast, the accessibility to mobile networks is getting wider; accessibility to mobile … Show more
“…Some scholars opine that m-learning simply means learning via mobile devices (Chang, Littman-Quinn, & Kovarik, 2013;Hyman et al, 2014;Stevens & Kitchenham, 2011). Others focus on the mobility of the learner and learning activities (Bajpai, 2011;Binsaleh & Binsaleh, 2013). Thus, many scholars prefer to use the definition provided by the MOBlearn project (O'Malley, Vavoula, Glew, Taylor, Sharples, & Lefrer, 2003), which defines m-learning by incorporating the two major ideas mentioned above, i.e., m-learning is "any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies".…”
Section: Literature Review On M-learning Overviewmentioning
confidence: 99%
“…The pocket-sized mobile devices offer computer-like capabilities and Internet connectivity without restriction of time and venue (Henderson & Chapman, 2012;Little, 2011). These unique features are drawing worldwide attention to the potential of m-learning in transforming the education landscape, as learners are now feasible to access, share and create knowledge anytime and anywhere (Binsaleh & Binsaleh, 2013;Fok, 2012;Hyman, Moser, & Segala, 2014;Koole, McQuilkin, & Ally, 2010). This scenario motivates learners to actively participate in their learning, impelling a change from the traditional knowledge transmission approach to a learner-centered knowledge construction paradigm (Li, Lou, Tseng, & Huang, 2013;Shih, Hwang, Chu, & Chuang, 2011).…”
Mobile learning (m-learning) is gaining its importance in recent years. For libraries, it is inevitable to adapt to this trend and provide various information services and support for mlearning. This paper studies the m-learning usage of Library and Information Science (LIS) students, who will be the new blood for the library in future. In this paper, we invited 267 subjects from Hong Kong, Japan, and Taiwan to participate in our online survey. We found that LIS students from these regions do adopt communication tools and social media for mlearning. However, they are less frequent to use their smartphones for academic reading. Plus, they rely more on search engines for fulfilling their information needs instead of library resources. We also found that the lacking of the mobile version website constitutes a significant barrier in m-learning, but the lacking of mobile apps is relatively acceptable by the respondents. The result of this study shows that there are no big differences in m-learning usage among the three regions, except that LIS students from Hong Kong are accessing the learning management platforms via their smartphones more frequently compared to students from Japan and Taiwan.
“…Some scholars opine that m-learning simply means learning via mobile devices (Chang, Littman-Quinn, & Kovarik, 2013;Hyman et al, 2014;Stevens & Kitchenham, 2011). Others focus on the mobility of the learner and learning activities (Bajpai, 2011;Binsaleh & Binsaleh, 2013). Thus, many scholars prefer to use the definition provided by the MOBlearn project (O'Malley, Vavoula, Glew, Taylor, Sharples, & Lefrer, 2003), which defines m-learning by incorporating the two major ideas mentioned above, i.e., m-learning is "any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies".…”
Section: Literature Review On M-learning Overviewmentioning
confidence: 99%
“…The pocket-sized mobile devices offer computer-like capabilities and Internet connectivity without restriction of time and venue (Henderson & Chapman, 2012;Little, 2011). These unique features are drawing worldwide attention to the potential of m-learning in transforming the education landscape, as learners are now feasible to access, share and create knowledge anytime and anywhere (Binsaleh & Binsaleh, 2013;Fok, 2012;Hyman, Moser, & Segala, 2014;Koole, McQuilkin, & Ally, 2010). This scenario motivates learners to actively participate in their learning, impelling a change from the traditional knowledge transmission approach to a learner-centered knowledge construction paradigm (Li, Lou, Tseng, & Huang, 2013;Shih, Hwang, Chu, & Chuang, 2011).…”
Mobile learning (m-learning) is gaining its importance in recent years. For libraries, it is inevitable to adapt to this trend and provide various information services and support for mlearning. This paper studies the m-learning usage of Library and Information Science (LIS) students, who will be the new blood for the library in future. In this paper, we invited 267 subjects from Hong Kong, Japan, and Taiwan to participate in our online survey. We found that LIS students from these regions do adopt communication tools and social media for mlearning. However, they are less frequent to use their smartphones for academic reading. Plus, they rely more on search engines for fulfilling their information needs instead of library resources. We also found that the lacking of the mobile version website constitutes a significant barrier in m-learning, but the lacking of mobile apps is relatively acceptable by the respondents. The result of this study shows that there are no big differences in m-learning usage among the three regions, except that LIS students from Hong Kong are accessing the learning management platforms via their smartphones more frequently compared to students from Japan and Taiwan.
“…The elements with the F/P index higher than 1 are shown in Table 2. Previous findings in psychology research showed that people's brains store information in a hieratical structure [6]. Therefore, by revealing the sequence and the times of drawing a specific element, people's cognitive processes can be traced.…”
The ubiquitous application of mobile web technology is having a significant impact on education and is changing the way of learning and teaching. With this evolving technological change, new ways of exploring information behaviour and user experience with mobile devices are needed.This research aims to explore user experience (UX) by using an innovative ethnographic approach, cognitive mapping, trying to investigate this issue from an interpretivist viewpoint. A triangulation of log analysis, cognitive mapping and semi-structured interview is adopted to gain a comprehensive view of how users interact with mobile technology with a specific look into their experience on using the mobile library service.
“…Diffusion of tablet teaching entails innovative instructional strategies for planning learning activities to trigger children's curiosity to learn, and motivation to search, explore, use, and communicate with diverse electronic media (Binsaleh & Binsaleh, 2013;Castek & Beach, 2013;Ciampa, 2014). Various approaches to fostering knowledge acquisition have an influence on teachers and children's perceptions in the adoption of tablets in teaching and learning (Binsaleh & Binsaleh, 2013;Blackwell, 2103).…”
Section: Change In Pedagogical Knowledgementioning
confidence: 99%
“…Facilitation conditions in the adoption process are important. Children's curiosity and motivation to use new media for learning might also have a potential impact on teachers' adoption of tablets in teaching (Binsaleh & Binsaleh, 2013;Castek & Beach, 2013;Ruyter, 2014). Note.…”
Teachers play a very important role in providing children with a technology-supported learning environment. They are often challenged by the use of the tools and the effort required for planning pedagogical activities in technology integration. This study explored teachers' adoption process in tablet teaching (teaching with tablets). The purposes of the study were to study: (1) the processes teachers experienced for adopting tablets teaching, (2) the inspirations from children' s learning reactions, and (3) challenges and strengths of the integration of tablet teaching. A phenomenological approach was used in this study. Three stages were involved in the data collection and analysis: (I) document analysis from online activity records and project reports, (II) interviews with 17 teachers, and (III) inductive analysis of various data resources. Analyses from various sources revealed that teachers' adoption process for tablet teaching includes: building basic knowledge of the new device, exploring different interests, modifying and redefining integration, and on-going tryouts. They were challenged with technology, pedagogical concerns, policy support, and community support. From the adoption process, teachers were inspired by children' s motivation and learning engagement. In future implementation, scaffolding skills, exploratory opportunities, collaborative approach among teachers, open sharing of knowledge were suggested in tablet teaching.
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