Research trends in mobile learning: A global perspective

Bhardwaj, Raj Kumar; Jain, P. K.

doi:10.1080/09737766.2015.1069960

Cited by 10 publications

(10 citation statements)

References 8 publications

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“…At present, the level of use of the internet and e-books is still low even though learning resources from this tool were found in various sources. Mobile learning provides opportunities for learning resource developers to improve efficiency and overcome the digital divide (Bhardwaj & Jain, 2015). The level of use of mobile applications by teachers is still low, while students today, who like the use of mobile devices are quite high.…”

Section: Preliminary Study Resultsmentioning

confidence: 99%

Integration of Mobile Learning and Project-Based Learning in Improving Vocational School Competence

Sugiyanto¹,

Setiawan²,

Hamidah³

et al. 2020

JTET

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Section: Preliminary Study Resultsmentioning

confidence: 99%

Integration of Mobile Learning and Project-Based Learning in Improving Vocational School Competence

Sugiyanto¹,

Setiawan²,

Hamidah³

et al. 2020

JTET

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“…Mobile learning is a consequence of increasing information and communication technology development, which affect the learning environment. New pedagogical models are needed to guide the development of learning systems [28,29]. M-learning provides an opportunity for students to stay involved in their learning environments that cannot be obtained through static technology devices such as desktop computers.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

Al-Rahmi

Alturki

et al. 2021

Sustainability

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Mobile learning (M-learning) has become an important instructional technology component in higher education. The goal of this research is to determine how Malaysian university students use M-learning in higher education. The technology acceptance model (TAM) concept was used to construct a theoretical model of M-learning acceptability. In theory, five independent criteria were discovered as contributing to the actual usage of M-learning for educational sustainability by influencing students’ attitudes towards M-learning and their intention to use it. A questionnaire survey based on the technology acceptance model (TAM) was used as the primary data collection technique, with 200 students from UTHM University of Malaysia participating. The data were analyzed using SPSS and Structural Equation Modeling (SEM-Amos). The results of the students’ attitudes towards using M-learning and their behavioral intentions to use M-learning show a beneficial impact on the actual use of M-learning as well as the long-term sustainability of M-learning in higher education. In addition, both male and female students were satisfied with perceived usefulness, perceived ease of use, perceived enjoyment, attitude towards use, task-technology fit, behavioral intention to use, perceived resources and actual use of mobile learning for educational sustainability. This study contributes to the validation of the extended TAM for M-learning by demonstrating that the predicted model predicts students’ attitudes towards using M-learning and their behavioral intentions in Malaysian higher education.

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“…This will also affect the shift of learning environment. The new pedagogical models are needed to guide the development of learning systems (Aresta et al, 2015;Bhardwaj and Jain, 2015;Grimus and Ebner, 2015). Information technology and mobile communication is essential to enable the formation of a new social structure in learning (Zagami, 2015;Brown and Mbati, 2015).…”

Section: Introductionmentioning

confidence: 99%

The role of mobile learning on the learning environment shifting at high school in Indonesia

Sulisworo

Toifur

2016

IJMLO

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This research is the result of a multi-year research since 2013-2015, which aims to determine the shifting of learning environment associated with the development of mobile technology. The rapid changing on information technology has affected the current learning strategy. The analysis of this study is a qualitative descriptive approach. The result indicates that mobile technology shifted the tendency of students to learn in a more personalised way. This situation encourages teachers to be able to choose and use technology for students learning success. The implication of this research is that the teachers, students and schools will need to have a different role than before to adapt the changing in today's learning environment. More focus again, learning design needs to enable cooperative learning in a mobile for the convenience of studying individually. In the implication of this research, there is a shifting of learning environment due to mobile technology.

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Research trends in mobile learning: A global perspective

Cited by 10 publications

References 8 publications

Integration of Mobile Learning and Project-Based Learning in Improving Vocational School Competence

Integration of Mobile Learning and Project-Based Learning in Improving Vocational School Competence

Exploring the Factors Affecting Mobile Learning for Sustainability in Higher Education

The role of mobile learning on the learning environment shifting at high school in Indonesia

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