The Use, Impact, and Unintended Consequences of Mobile Web-Enabled Devices in University Classrooms

Johnston, Kevin

doi:10.28945/3464

Cited by 4 publications

(15 citation statements)

References 25 publications

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“… management associated with the course, entertainment, such as playing games, listening to music, watching videos (Alarabiat & Al-Mohammad, 2015),  translation, spelling control, word search and dictionary access (Al Hamdani, 2014);  document sharing, syncing, storing and restoring documents shared by academics and students (Johnston, 2016) are seen. Wang et al (2009) classified the effect of smartphone usage in the classroom on the human behaviors as; performance expectation (the perceived benefit of mobile learning), effort expectation (the easiness of smartphone usage for the perceived learning by the users), social effect (belief towards how the other people adopt to mobile learning), perceived entertainment (smartphone usage entertainment except form learning process) and selfmanagement of learning (the expression of how an individual her/himself during the connection process to an authentic learning environment).…”

Section: Smartphone Usage In Educational Environmentsmentioning

confidence: 99%

“…In addition, Ruggiero and Mong (2015) suggest that the use of mobile devices in the classroom will have a positive unexpected effect, such as the ability to get rid of paper and turn into "green" classes. Johnston (2016) suggests that it is impossible for any academician or student not to want to use mobile devices in the classroom. There is no way, for both academics and students, to lose notes they took with these devices, there's also no loss of meaning due to bad handwriting, conversion to paper-free "green" classes can occur, all documents can be shared, and are always accessible.…”

Section: Smartphone Usage In Educational Environmentsmentioning

confidence: 99%

“…When the literature is examined, there are very few studies addressing students ' opinions on the use of smartphones by faculty members. Nevertheless, it is possible to come across studies that demonstrate the usage of smartphones during the course provides interaction, communication and cooperation between teachers, students and content (Johnston 2016;Thomas and Orthober, 2011).…”

Section: Total 29mentioning

confidence: 99%

“… çevrimiçi sohbet, blog tutma, tweet atma ya da diğer sosyal platformlar yoluyla öğrenci-öğretim elemanı arasındaki etkileşimi arttırma, akran grupları arasında etkileşimi ve paylaşımı sağlama, işbirliği sağlama, öğrenci merkezli öğrenme sağlama ve öğretimi farklılaştırma (Alarabiat ve Al-Mohammad, 2015;Anshari, vd., 2017;Corbeil ve Valdes-Corbeil, 2007;Echeverria, vd.,  doküman paylaşımı, akademisyen ve öğrencilerin paylaştıkları dokümanların senkronize edilmesi, saklaması ve geri getirilmesi (Johnston, 2016) şeklinde sıralanabilir. Wang vd.…”

Section: Eğitim Ortamlarında Akıllı Cep Telefonu Kullanımının Gerekçeunclassified

“…Ayrıca Ruggiero ve Mong (2015), sınıfta mobil cihazların kullanımını kağıttan kurtulmaya ve "yeşil" sınıflara dönüşmeye olanak sağlamak gibi olumlu beklenmeyen bir etkisinin olacağını öne sürmektedir. Johnston (2016), herhangi bir akademisyenin ya da öğrencinin sınıfta mobil cihazları kullanmak istememesinin imkansız olduğunu öne sürmektedir. Gerek akademisyenlerin gerekse öğrencilerin bu cihazlarla aldıkları notların kaybolmasına imkan yoktur, ayrıca kötü el yazısı nedeniyle anlam kaybı olmaz.Bu şekilde, kağıtsız "yeşil" sınıflara dönüşüm söz konusu olur ve tüm dokümanlar paylaşılabilir, her zaman erişilebilir.…”

Section: Lepp Barkley Veunclassified

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A Case Study on the Positive Effects of Smartphone Usage in Postgraduate Education

Karataş¹

2018

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Smartphones have become a part of the individuals in all societies. This is also true for students. Studies on the effects of the use of smart devices in educational environments, especially during the course, have begun to attract the attention of researchers. The aim of this research is to seek answer to the question of the positive effects of the use of smartphones in the education processes of graduate students. In the case study, which was designed as a Type 1 study, 29 students who received masters training in 10 different departments in the Educational Sciences Institute of one of Ankara's established universities were involved. According to the opinions obtained through the feedback form from participants who declared that most of them use a smartphone for more than 4 hours a day, it was determined that they used these devices for searching the subject or the term of the course, academic research, following course materials, taking notes via photographs or voice notes, communicating with peers and instructors, and so on. Besides smartphones are also used for actions like notifications that are not relevant to the course, or clock control because student is bored.

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Section: Smartphone Usage In Educational Environmentsmentioning

confidence: 99%

Section: Smartphone Usage In Educational Environmentsmentioning

confidence: 99%

Section: Total 29mentioning

confidence: 99%

Section: Eğitim Ortamlarında Akıllı Cep Telefonu Kullanımının Gerekçeunclassified

Section: Lepp Barkley Veunclassified

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A Case Study on the Positive Effects of Smartphone Usage in Postgraduate Education

Karataş¹

2018

Bartın Üniversitesi Eğitim Fakültesi Dergisi

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Utilisation of internet-enabled devices for academic and religious purposes among Muslim undergraduates

2020

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This study investigated utilisation of internet-enabled devices for academic and religious purposes among Muslim undergraduates in University of Ilorin, Nigeria. All Muslim students in the University constituted the population of the study, while only those in the Faculty of Arts were the target population. Meanwhile, 50 Muslim students were randomly selected from each of the seven departments which totaled 350 undergraduate Muslim students. The instrument used to collect data was researcher-designed questionnaire. Two research hypotheses were formulated and tested using inferential statistics of Pearson Product Moment Correlation Statistics, at 0.05 level of significance. It was revealed from the findings of the study that utilisation of internet-enabled devices significantly related to Muslim students' religious practices and academic performance. Therefore, it was concluded that students should always ensure moderation in chit-chatting and use their internet-enabled devices for the purposes which would boost their academic performance and improve them spiritually.

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A Teacher’s Influence on Student Engagement: Using Smartphones for Creating Vocational Assessment ePortfolios

Hegarty

Thompson

2019

JITE:Research

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Aim/Purpose: The aim of the study was to investigate how the facilitation of a vocational lecturer (teacher) influenced the engagement of fifteen carpentry students during their learning. This facilitation occurred while the students used smartphones and mobile applications to create visual assessment ePortfolios. Background: To encourage independence and peer collaboration, when creating their visual ePortfolios, the lecturer decided to get his students to use BYOD mobile devices, and social media applications to record their learning of technical skills. His intention was to make use of the devices they brought to class, and to enable greater autonomy and flexibility in the learning process by eliminating the need for digital cameras and proprietary software they had previously been using. The lecturer also saw this as an opportunity to provide more frequent and immediate formative feedback, and to encourage students to share their work. Methodology: A Participatory Action Research design was used with fifteen certificate level students. They were guided in the use of three social media applications (apps) – Facebook, Evernote and Google Plus (G+) that they could use on their Smartphones to develop ePortfolios for assessment. Both quantitative and qualitative data was collected during four Action Cycles, and the outcomes are portrayed as a case study. Several sampling methods were used: a student pre-survey, and post-survey, observations and reflections by the lecturer, focus group interviews with students and an individual interview with the lecturer. For this article, a framework based on established factors of student engagement was used to examine the findings to establish the impact of the teacher. Contribution: This paper extends the body of research about student engagement with a focus on the importance of the teacher in supporting 21st Century vocational learning and ePortfolio assessment using mobile technologies. Findings: The majority of students were comfortable with the learning approach using the three applications and their mobile phones, and felt confident with the technologies. Overall, they found the learning approach was more convenient and made the experience easier, as well as enjoyable and fun. Students believed that mobile learning helped their learning and assisted them to connect with others. All three apps were considered easy to access. Facebook was the most preferred app with Google Plus (G+) the least liked. Evernote was favoured for its image editing and annotation features. Students responded well to the lecturer's teaching methods and the learning environment he created. He was found to be pivotal to the learning process. As a result of the lecturer’s learning and assessment design, students enhanced their achievement rates. He scaffolded their use of mobile technologies through: demonstrating and modelling each app at the start of the cycle of use, use of technologies during their learning, and by providing prompt, frequent and timely feedback on their ePortfolio work. Since he enabled them to use devices familiar to them, that is, smartphones, he helped them to develop autonomy and confidence. The lecturer was supportive and enthusiastic and encouraged students through structured and well-designed collaborative activities to engage in active learning that challenged them, and encouraged collaboration. He guided them in their learning through regularly interacting with them to provide feedback, and he also added an aspect of competitiveness to the activities to motivate them. Recommendations for Practitioners: Teaching staff are advised to seek guidance when designing learning activities using mobile technologies, and to access technical support. Cochrane’s (2014) six critical success factors for designing learning using mobile devices would assist. Also, it would be useful to carry out a needs analysis with students and other stakeholders beforehand. Recommendation for Researchers: Participatory Action Research is a robust methodology for trialling innovative learning strategies because when using this approach, researchers can be immediately responsive to the needs of the participants. Impact on Society: An understanding of the factors associated with student engagement and high self-efficacy for using mobile technologies is essential for teachers tasked with designing contemporary learning activities in today’s higher education learning environments. Encouraging the use of mobile devices that students own, and have familiarity using, helps to make learning and teaching more sustainable. Future Research: Further research is needed to measure the impact of factors associated with student engagement, on the design of student-centred learning using contemporary technologies. It would also be helpful to examine the implications of student engagement measures as predictors of excellence in teaching, and in the development of learner capability (e.g., critical thinking, social justice awareness, reasoning, etc.).

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The Use, Impact, and Unintended Consequences of Mobile Web-Enabled Devices in University Classrooms

Cited by 4 publications

References 25 publications

A Case Study on the Positive Effects of Smartphone Usage in Postgraduate Education

A Case Study on the Positive Effects of Smartphone Usage in Postgraduate Education

Utilisation of internet-enabled devices for academic and religious purposes among Muslim undergraduates

A Teacher’s Influence on Student Engagement: Using Smartphones for Creating Vocational Assessment ePortfolios

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