Teachers’ Readiness to Adopt Mobile Learning in Classrooms: A Study in Greece

Νικολοπούλου, Κλεοπάτρα; Gialamas, Vasilis; Lavidas, Konstantinos; Komis, Vassilis

doi:10.1007/s10758-020-09453-7

Cited by 64 publications

(51 citation statements)

References 40 publications

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“…M-learning allows learners and educators to continue their education from any location. They save a lot of time because they do not need to commute to campus for lectures [39]. Furthermore, it allowed learners to study on their own time.…”

Section: Benefitsmentioning

confidence: 99%

“…Learners and educators can complete their teaching and learning tasks at any time from any location. M-learning makes lessons and class materials available online and offline, too, via a variety of platforms, including Padlet, Google Classroom, Google Meet, Moodle, Concept Warehouse, and YouTube videos [21,39]. A large number of people can take the same course at the same time through online education, whereas offline courses are confined to a fixed number [36].…”

Section: Benefitsmentioning

confidence: 99%

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A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

et al. 2021

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Following the COVID-19 outbreak, teaching and learning have been forced to move fully to the Internet rather than the conventional offline medium. As a result, the use of M-learning has risen dramatically, which was neither expected or anticipated. The challenges and benefits of such widespread usage are beginning to emerge in front of us. Thus, in this paper, we systematically review the benefits and challenges of leveraging M-learning for Science and Technology courses during the COVID-19 pandemic by educators and learners. Related articles were obtained from various databases, namely, IEEE, ACM Digital Library, ScienceDirect, and Springer. In total, 4210 related articles were initially found. Upon executing careful selection criteria, 22 articles were selected for review. After that, the advantages and threats were identified and discussed. As per our findings, it was determined that M-learning has excellent potential to be an effective platform for education provided that the identified shortcomings are resolved. This review will be helpful for education stakeholders and institutions to gauge the impact of leveraging M-learning as the only means for education to proceed. Moreover, it reveals the strengths and shortcomings that would aid in adjusting the relevant policies administered by the institutions. Furthermore, application developers will be able to comprehend the expected features that should be included in novel M-learning platforms.

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Section: Benefitsmentioning

confidence: 99%

Section: Benefitsmentioning

confidence: 99%

A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

et al. 2021

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“…M-Learning Approach: Many scholars [10,11] have identified the m-learning shift from elearning as a step toward making learning universal. According to Nikolopoulou et al [12], the transition from e-learning to m-learning has resulted in a shift in vocabulary. The mlearning framework refers to the distribution of educational content through smartphones that can be obtained from anywhere and at any time.…”

Section: Related Workmentioning

confidence: 99%

Development of Platform Independent Mobile Learning Tool in Saudi Universities

et al. 2021

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The term “mobile learning” (or “m-learning”) refers to using handheld phones to learn and wireless computing as a learning tool and connectivity technology. This paper presents and explores the latest mobile platform for teaching and studying programming basics. The M-Learning tool was created using a platform-independent approach to target the largest available number of learners while reducing development and maintenance time and effort. Since the code is completely shared across mobile devices (iOS, Android, and Windows Phone), students can use any smartphone to access the app. To make the programme responsive, scalable, and dynamic, and to provide students with personalised guidance, the core application is based on an analysis design development implementation and assessment (ADDIE) model implemented in the Xamarin framework. The application’s key features are depicted in a prototype. An experiment is carried out on BS students at a university to evaluate the efficacy of the generated application. A usefulness questionnaire is administered to an experimental community in order to determine students’ expectations of the developed mobile application’s usability. The findings of the experiment show that the application is considerably more successful than conventional learning in developing students’ online knowledge assessment abilities, with an impact size of 1.96. The findings add to the existing mobile learning literature by defining usability assessment features and offering a basis for designing platform-independent m-learning applications. The current findings are explored in terms of their implications for study and teaching practice.

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“…Two important issues emerge from the programme survey: readiness and confidence in e-learning. Readiness entails an individual's preparedness and willingness for something (Al-Araibi et al, 2016;Nikolopoulou et al, 2020). In this case, it relates to e-learning.…”

Section: Implications and Impact On Stakeholders' Mental Healthmentioning

confidence: 99%

Reflections on the role of occupational therapy programmes on the mental health of stakeholders’ transition to e-learning during the COVID-19 pandemic

Gomez

2020

World Federation of Occupational Therapists Bulletin

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The rise in COVID-19 cases has resulted in the suspension of face-to-face classes in the Philippines. Educational programmes are suddenly expected to shift to e-learning strategies in the delivery of educational instructions. This case report provides a critical reflection on an occupational therapy (OT) programme's e-learning preparedness survey of its stakeholders. Implications on the stakeholders' readiness and confidence in e-learning as it relates to their mental health are discussed. The paper concludes with a recommendation for OT programmes to use its str in supporting its stakeholders' transition to anlearning environment to mitigate any associated mental health-related issues and promote full participation within this new environment.

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Teachers’ Readiness to Adopt Mobile Learning in Classrooms: A Study in Greece

Cited by 64 publications

References 40 publications

A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic

Development of Platform Independent Mobile Learning Tool in Saudi Universities

Reflections on the role of occupational therapy programmes on the mental health of stakeholders’ transition to e-learning during the COVID-19 pandemic

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