Using Mobile Devices for Improving Learning Outcomes and Teachers’ Professionalization

García‐Martínez, Inmaculada; Batanero, José María Fernández; Sanchíz, David Cobos; Rosa, Antonio Luque de la

doi:10.3390/su11246917

Cited by 69 publications

(64 citation statements)

References 36 publications

(41 reference statements)

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“…Outcomes of moderation of addiction exhibit the significant influence between functions of smartphone and students' academic performance in universities as the outcome variable [8,10,12,16,18,33]. Finally, the moderating variable such as technology plays a significant influence between functions of smartphone and university students' academic performance, previous literature also exhibited similar outcomes such as García-Martínez et al [14], Qi [25], Hossain et al [26], Chen and Chang [90], Saroha and Diwan [91], Rout and Samarpita [92], McGill and Klobas [96], and Aljomaa et al [97].…”

Section: Discussionmentioning

confidence: 67%

Smartphone Use and Academic Performance of University Students: A Mediation and Moderation Analysis

et al. 2020

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The purpose of the undertaken study is to examine the influence of smartphones on the performance of university students in Pakistan. This paper also investigates the functions of a smartphone as exogenous predictors such as smartphone applications, multimedia messaging service (MMS), short message service (SMS), warp-speed processing, and entertainment on the academic performance of a student. This paper also addresses the impact of electronic word of mouth (eWOM) and attitude as mediating variables between exogenous and endogenous variables. Finally, we incorporated technology and addiction as moderating variables between independent variables and the outcome variable to measure the influence of moderating variables. We have taken 684 responses from seven universities in Pakistan and employed the SEM-based multivariate approach for the analysis of the data. The findings of this paper demonstrate that smartphone functions have a significant influence on students’ academic performance, and moderating and mediating variables also have a significant influence on exogenous and endogenous variables. The practical implications have provided a guideline for university teachers, parents, and decision-makers of how a smartphone could be used to improve student academic performance inside and outside university campuses.

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Section: Discussionmentioning

confidence: 67%

Smartphone Use and Academic Performance of University Students: A Mediation and Moderation Analysis

et al. 2020

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“…Academics would need to be willing to change their practice, which would also require students to take more responsibility for their learning [28]. The need for active student-centred m-learning pedagogy has been recognized by several studies, such as [29][30][31][32], who posit that it is essential for academics to design pedagogically sound m-learning environments to enable practical learner-centred m-learning activities that encourage student partcipation. Increased student participation in the teaching and learning process has been described as an effective strategy that leads to motivation and better learning outcomes [33,34].…”

Section: The Underpinnings Of M-learning and The "Nigerian Pedagogy"mentioning

confidence: 99%

Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education

2020

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The extant literature on mobile learning in higher education has mainly focused on students and academics. This study conducted in a Nigerian university considered a wider group of stakeholders (students, academics, IT personnel, and administrative leaders) in its investigation of stakeholders’ awareness, willingness, and readiness for mobile learning adoption, using a mixed methods approach. The findings revealed that while the awareness of mobile learning amongst students was low, they were keen on adoption. Academics were more tentative, for while they were willing, it was clear that a shift in their teaching philosophy and pedagogy would be required for mobile learning to work effectively. For those in IT and administrative leadership roles, their perceptions were more resource-focused. While this study only considered the views of internal stakeholders, it also uncovered the need for the involvement of external stakeholders. Building on these findings, a strategy table which outlines the roles and responsibilities of each stakeholder group was created. The table provides a blueprint which otherwise has been missing, to guide sustainable mobile learning adoption and implementation not only in higher education in developing countries, but which may have more global appeal.

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“…On the other hand, in this digital age, for raising students' better understanding of the concepts taught at school, there is a need for introducing modern technical appliances -including mobile devices -in classrooms and exploited positively, in a new format of instruction, mediated by teachers. In this respect, teachers themselves must be familiarized with the features provided by mobile devices, through particular applications dedicated to m-learning (García-Martínez et al, 2019).…”

Section: H 1 Facilitating Conditions Has a Positive Influence On The mentioning

confidence: 99%

Usefulness of Mobile Teaching and Learning as Perceived by Romanian and Lithuanian Science Teachers

Gorghiu

Pribeanu

Lamanauskas

et al. 2020

PEC

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With the explosion of mobile technologies, mobile teaching and learning became an important educational challenge. Since both teachers and students are increasingly using mobile devices in their everyday life, the question is why so little progress has been made in this direction. Clearly, the initiative of introducing mobile technology in class should come from teachers. Existing research shows a large diversity of factors that are influencing their perception as regards the usefulness and opportunity of mobile teaching and learning. This research aims to understand the extent to which the expectancy of increased students’ motivation and better understanding are influencing the perception of mobile teaching usefulness. A structural model has been developed and tested on two samples of science education teachers, one from Romania and the other from Lithuania. The results show that the expectancy of a better understanding of lessons by students has an important effect on the teachers’ perception of mobile teaching and learning. Keywords: educational usefulness, learning motivation, mobile teaching, mobile learning, pilot research

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Using Mobile Devices for Improving Learning Outcomes and Teachers’ Professionalization

Cited by 69 publications

References 36 publications

Smartphone Use and Academic Performance of University Students: A Mediation and Moderation Analysis

Smartphone Use and Academic Performance of University Students: A Mediation and Moderation Analysis

Readiness, Roles, and Responsibilities of Stakeholders for Sustainable Mobile Learning Adoption in Higher Education

Usefulness of Mobile Teaching and Learning as Perceived by Romanian and Lithuanian Science Teachers

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