The effect of the use of smartphone as an e-learning tool to students’ performance

Pandia, Ekariana S.; Nurmasyitah,; Nursamsu,; Ariska, Raja Novi

doi:10.1063/5.0043370

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…Active learning that includes writing helps students better grasp the material and allows them to experiment and learn from their mistakes, making them conversant and competent in their content area and language of instruction. Efforts, therefore, need to be geared toward integrating mobile learning devices to serve as appropriate complementary learning tools for other conventional forms of course delivery rather than replace them altogether (Pandia et al, 2021). All these barriers point to the significant challenges that mobile phones can present in the learning environment by increasing students' distractions, resulting in shallow reading habits and increased anxiety levels.…”

Section: Perceived Barriersmentioning

confidence: 99%

Student attitudes towards smartphone use in a pre-service teacher tech course

Chindia,

Wawire

2024

Adv. Mobile Learn. Educ. Res.

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In contemporary classrooms, characterized by students who are digital natives with a firm reliance on mobile phones, integrating these devices into educational activities presents an opportunity to enhance learning experiences and increase engagement. This qualitative case study investigates undergraduate pre-service teachers’ perceptions of using smartphones for learning activities in a Teacher Education Program (T.E.P.) technology course at a 4-year institution in the U.S. The researchers sought to examine how the use of smartphones influenced the students’ learning experiences. Understanding students' experiences can inform the development of strategies to enhance technology-integrated lessons and foster improved learning environments. The findings indicated that students had positive experiences with using smartphones in class. They found the devices to help enhance online learning security and were reliable, versatile, and affordable compared to other forms of technology. The ability of the devices to download and accommodate a variety of educational materials was also a valuable attribute for the students. However, challenges associated with unrestricted phone access in the classroom, including the risk of addiction, distraction, decreased engagement, and concerns regarding academic integrity, were reported. As smartphones become integral to our learning environment, educators should establish policies promoting responsible usage to optimize students' learning potential rather than imposing bans. The researchers propose that institutions invest in innovative software solutions to manage smartphone usage proactively. This approach enables students to enhance their focus and productivity during crucial learning moments while mitigating distractions posed by mobile phones.

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Section: Perceived Barriersmentioning

confidence: 99%

Student attitudes towards smartphone use in a pre-service teacher tech course

Chindia,

Wawire

2024

Adv. Mobile Learn. Educ. Res.

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“…The use of media as a companion in the learning process is increasingly needed to overcome problems that arise due to limited time, place, and other facilities. The fast and rapid growth of technology and information provides online teaching and learning becomes possible for education (Pandia et al, 2021) The use of media can build students' mindsets that were previously abstract into the concrete. Through the development of online learning media, students can be guided in learning about concepts and can improve students' learning abilities (Kalatting et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Needs Analysis: Development of Web-Based Learning Media on Chemical Bond Concepts

et al. 2021

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The study aims to explain the need for developing web-based learning media on chemical bonding concepts. This research is descriptive research with a survey method. The sample of this research is the teacher of chemistry subject who teaches chemical bonding concepts at Senior High School in Langsa city. Data collection techniques using questionnaires, interviews, and documentation. The data collected is data on needs on aspects of teacher readiness, student needs, and support. Data analysis uses descriptive qualitative and quantitative descriptive analysis techniques. The results showed that teachers of chemistry subjects at Senior High School in Langsa City had the readiness to use web-based learning media that would be developed. Based on the teacher's response, the development of web-based learning media on chemical bonding material is strongly needed by teachers and students. The support of facilities and human resources at Senior High School in Langsa City on web-based learning media apply is adequate. These results concluded that the development of web-based learning media on chemical bonding material is strongly needed in chemistry lessons at senior high school in Langsa city.

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