Trends in the M-Learning Subject Area Over a 15-Year Period (2002-2017) Using Scopus

Arias, Alejandro Valencia; Cano, Laura Duque; Arango-Botero, Diana

doi:10.33225/pec/19.77.292

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…Bibliometric analysis was adopted to examine data empirically (Ellegaard & Wallin, 2015;Orfa and Alejandro, 2020;and Valencia-Arias et al, 2019)). In recent years, bibliometric analysis has been increasing used by Vietnamese scholars (T. M. Ho et al, 2017;Vuong, Ho, T. T. Nguyen et al, 2017;Vuong, Ho, T. M. Nguyen et al, 2017;Vuong, Ho, Vuong, Napier et al, 2017;Vuong, La et al, 2018;Vuong, Napier et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Bibliometrics analysis is regarded as a highly established research methodology, which has been appreciated by both academic scholars and practitioners (e.g., see Cheng et al, 2014;Dehdarirad et al, 2015;Ellegaard & Wallin, 2015;Orfa & Alejandro, 2020;Valencia-Arias et al 2019). Academic scholars use bibliometric analysis as it provides a quantitative review of a selected topic without so much time consumption.…”

Section: Introductionmentioning

confidence: 99%

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The Status of Educational Sciences in Vietnam: A Bibliometric Analysis From Clarivate Web of Science Database Between 1991 and 2018

Vuong

Pham

et al. 2020

PEC

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Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education – specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future. Keywords: academic database, bibliometrics analysis, Clarivate WOS, educational sciences, international publishing, Vietnam.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Status of Educational Sciences in Vietnam: A Bibliometric Analysis From Clarivate Web of Science Database Between 1991 and 2018

Vuong

Pham

et al. 2020

PEC

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“…Revolution 4.0 encourages and forces educational institutions to integrate internet use in learning. The integration of ICT in learning can improve mobility, accessibility and interactivity of the learning process that has not been fulfilled in traditional learning (Valencia-Arias, Cano, & Arango-Botero, 2019). IF classroom or flipped classroom (IF classroom) as one of the blended learning models adapts to the industrial revolution 4.0.…”

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confidence: 99%

The Effect of Scaffolding on Assignment Quality and Procedural Learning Achievement

Midun¹,

Bule²,

Rorimpandey

2020

Journal of Educational, Cultural and Psychological Studies (ECPS Journal)

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Some problems experienced by millennial students when they learn by online include learning control, learning disorientation, and cognitive load. This study aims to examine the effect of scaffolding use on assignment quality and procedural cognitive learning achievement in the implementation of inverted or flipped (IF) classroom strategies. This study involved students of the pre-service study program of Indonesian Catholic University of Ruteng. The total research subjects were 78 students. They were divided into experimental and control groups. The experimental group is assisted by scaffolding, while the control group without scaffolding. The study design used a pretest-posttest experimental control group design and data collection using questionnaires and tests. Data analysis using multivariate analysis (MANOVA). The results showed that the use of scaffolding increased the effectiveness of implementing IF classroom strategies on student assignment quality and procedural learning achievement. The implications of the research for future study and learning practices can be explained.

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Mobile Learning in Higher Education: A Systematic Literature Review

Naveed,

Choudhary,

Ahmad

et al. 2023

Sustainability

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Mobile learning (M-Learning) has become a popular and effective method of education that leverages the ubiquity of mobile devices. M-Learning has digitally transformed the process of teaching and learning. It has tremendous potential to empower all sections of society through education and training. This study presents a systematic literature review of M-Learning. The articles were retrieved from Scopus and Web of Science databases. After applying inclusion and exclusion criteria, a final selection of 161 articles published between 2016 and 2022 was included in the review. To analyze the articles, the researchers employed the TCCM (Theory, Context, Characteristics, Methods) framework, which facilitated addressing the research questions. This review identified various theories, such as behaviorism, constructivism, cognitivism, situated learning, problem-based learning, context awareness learning, socio-cultural theory, collaborative learning, conversational learning, lifelong learning, informal learning, activity theory, connectivism, navigation, and location-based learning, that are used to support and guide the implementation of M-Learning. In terms of context, developing countries contributed to 70.8% of the studies, while developed countries contributed to 29.1%. Further, a majority of the studies, 93%, involved students followed by faculty members and only two studies involved staff from higher education management. A total of 19 unique characteristic factors have been identified, such as personal, intention, attitude, usage, utility, ease of use, learnability, social, technological, pedagogical, anxiety, enjoyment, accessibility, knowledge, experience, trust, price, and habit. A quantitative research design was used in 90% of the studies, followed by mixed methods research design in 7% of the studies, and qualitative research design in only 3% of the studies. Further, this article synthesizes previous research findings and highlights gaps for future research. Overall, this review contributes to the understanding and advancement of M-Learning as a valuable educational platform.

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Trends in the M-Learning Subject Area Over a 15-Year Period (2002-2017) Using Scopus

Cited by 3 publications

References 24 publications

The Status of Educational Sciences in Vietnam: A Bibliometric Analysis From Clarivate Web of Science Database Between 1991 and 2018

The Status of Educational Sciences in Vietnam: A Bibliometric Analysis From Clarivate Web of Science Database Between 1991 and 2018

The Effect of Scaffolding on Assignment Quality and Procedural Learning Achievement

Mobile Learning in Higher Education: A Systematic Literature Review

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