Using Mobile Learning Tools in Higher Education: A UAE Case

Abstract

Research indicates that mobile learning (ML), has the potential to transform teaching and learning. Despite its benefits, mobile learning adoption is a challenging process which requires support to facilitate its integration. The focus of this article is to investigate the factors that could affect ML acceptance. The quantitative and qualitative data collected from the surveys revealed additional information regarding the pedagogical benefits of and obstacles to mobile learning integration. Even though participants in this study reported to be late adopters of technology, they maintained that ML is useful for learning, specifically ubiquitous learning. Teachers also noted that mobile learning integration is more successful when aligned with local cultural norms. Mobile learning tools that might be culturally appropriate in one context may not always be accepted in another. Findings of this study provide several implications and recommendations for future research on mobile learning implementation. Further research could explore the development and utilization of a rubric with specific criteria for evaluating mobile learning applictations.<strong> � </strong>

Mobile-Nature of Science Model of Learning for Supporting Student Performance on General Chemistry Classroom

“…The context on the article should be closed to student daily life. According to [41] mobile learning integration is more successful when aligned with local cultural context. Mobile learning tools that might be culturally appropriate in one context may not always be accepted in another.…”

University-Wide Online Learning During COVID-19: From Policy to Practice

“…When mobile learning is used in the third space, i.e., between formal classroom and selfeducation, it should support these properties: switching across scenes, emphasizing student to practice in real-life problems, including interactive communication, and supporting the teachers as experienced peers instead of authority roles [15]. However, mobile learning success in one context may not always be accepted in another due to culture [16]. While mobile learning is only a tool for online learning, many approaches in the studies above can be applied to online learning as well.…”

Mobile Devices Applied in Self-Studying English as a Foreign Language Among Non-Native Students in Vietnam and Japan

“…Mobile learning is a branch of ICT in education. The ubiquity of mobile devices possibly supports student access to learning materials anytime and anywhere, leading to increased contact with both formal and informal learning [25]. Another study stated that mobile learning (M-learning) is being used extensively in teaching and learning foreign languages, which further widens learners' mobility [26].…”