Australasian Journal of Educational Technology 2009, 25(2), 153-183.
Wing Sum Cheung and Khe Foon Hew
Mobile handheld devices are increasingly being used in education. In this paper, we undertook a review of empirical based articles to summarise the current research regarding the use of mobile handheld devices (personal digital assistants/PDAs, palmtops, and mobile phones) in K-12 and higher education settings. This review was guided by the following four questions: (a) How are mobile handheld devices such as PDAs, palmtops, and mobile phones used by students and teachers? (b) What types of research methods have been applied using such devices? (c) What data collection methods are used in the research? and (d) What research topics have been conducted on these handheld devices in education settings, as well as their related findings? We summarise and discuss some major findings from the research, as well as several limitations of previous empirical studies. We conclude by providing some recommendations for future research related to mobile handheld devices in education settings.
A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings
Tuesday, November 20, 2012
Mobile Learning: The Beginning of the End of Classroom Learning
Proceedings of the World Congress on Engineering and Computer Science 2008
Edward J. Cherian and Paul Williams
Mobile learning has evolved from electronic learning, which has evolved from distance learning. Barriers previously available for mobile learning have now all but disappeared, and the number of adult learners available for mobile learning represents a sizeable student population. Studies
indicate no significant difference between most forms of distant learning and tradition face-to-face learning, which may represent the last barrier to fall in the march toward the adoption of widespread mobile learning.
Mobile Learning: The Beginning of the End of Classroom Learning
Edward J. Cherian and Paul Williams
Mobile learning has evolved from electronic learning, which has evolved from distance learning. Barriers previously available for mobile learning have now all but disappeared, and the number of adult learners available for mobile learning represents a sizeable student population. Studies
indicate no significant difference between most forms of distant learning and tradition face-to-face learning, which may represent the last barrier to fall in the march toward the adoption of widespread mobile learning.
Mobile Learning: The Beginning of the End of Classroom Learning
A Mobile Device and Online System with Contextual Familiarity and its Effects on English Learning on Campus
Journal of Educational Technology & Society
2010 - Vol 13, 3 93-109
Shu-Chen Cheng, Wu-Yuin Hwang, Sheng-Yi Wu, Rustam Shadiev and Ching-Hwa Xie
In this study, a mobile device and online system, StudentPartner, is proposed to help students learn English on campus using multimedia and GPS support. Two activities, exploring the campus in English and English presentation, were designed to stimulate students’ deep engagement and interaction with the system. Since students are very familiar with the campus as context, these activities elicit interest and playfulness. An experiment using the proposed system was conducted on the university campus for six months. The results show that positive perceptions of an activity, especially that of exploring the campus, significantly influenced users’ intentions to utilize the proposed system. In addition, it was found that users’ performance in the English presentation activity was significantly correlated with their achievement in learning. Thus, the proposed system,
when combined with these two activities is an effective and enjoyable method of learning English that utilizes the concepts of contextual familiarity and the exchange of ideas through presentations.
A Mobile Device and Online System with Contextual Familiarity and its Effectson English Learning on Campus
2010 - Vol 13, 3 93-109
Shu-Chen Cheng, Wu-Yuin Hwang, Sheng-Yi Wu, Rustam Shadiev and Ching-Hwa Xie
In this study, a mobile device and online system, StudentPartner, is proposed to help students learn English on campus using multimedia and GPS support. Two activities, exploring the campus in English and English presentation, were designed to stimulate students’ deep engagement and interaction with the system. Since students are very familiar with the campus as context, these activities elicit interest and playfulness. An experiment using the proposed system was conducted on the university campus for six months. The results show that positive perceptions of an activity, especially that of exploring the campus, significantly influenced users’ intentions to utilize the proposed system. In addition, it was found that users’ performance in the English presentation activity was significantly correlated with their achievement in learning. Thus, the proposed system,
when combined with these two activities is an effective and enjoyable method of learning English that utilizes the concepts of contextual familiarity and the exchange of ideas through presentations.
A Mobile Device and Online System with Contextual Familiarity and its Effectson English Learning on Campus
Educational use cases from a shared exploration of e- books and iPads
E-Books and E-Readers for E-Learning. Wellington, New Zealand: Victoria Business School, Victoria University of Wellington, pp. 25–53.
Martin Smith, Agnes Kukulska-Hulme and Anna Page
E-books and e-book readers are becoming increasingly widely available, particularly for the general reader, and there have been many studies on their adoption. However, less is known about their use for educational and academic purposes. We report here on work carried out on e-books and e-book applications using iPads by academic and teaching staff. After considering pedagogical issues and reporting survey results, we identify a spiral of six key use case areas for e-books. This spiral of use cases moves from basic e-book use, through situational reading, e-books and learning, using multiple learning resources, collaborative/group learning, to e-book production. We discuss each of these use case areas and provide guidelines that will be of interest to practitioners and researchers alike.
Educational use cases from a shared exploration of e- books and iPads
Martin Smith, Agnes Kukulska-Hulme and Anna Page
E-books and e-book readers are becoming increasingly widely available, particularly for the general reader, and there have been many studies on their adoption. However, less is known about their use for educational and academic purposes. We report here on work carried out on e-books and e-book applications using iPads by academic and teaching staff. After considering pedagogical issues and reporting survey results, we identify a spiral of six key use case areas for e-books. This spiral of use cases moves from basic e-book use, through situational reading, e-books and learning, using multiple learning resources, collaborative/group learning, to e-book production. We discuss each of these use case areas and provide guidelines that will be of interest to practitioners and researchers alike.
Educational use cases from a shared exploration of e- books and iPads
ONE-TO-ONE TECHNOLOGY-ENHANCED LEARNING
Research and Practice in Technology Enhanced Learning
CHAN, TAK-WAI
CHAN, TAK-WAI
ROSCHELLE, JEREMY
HSI, SHERRY
KINSHUK
SHARPLES, MIKE
BROWN, TOM
Patton, Charles
Cherniavsky, John
Pea, Roy
Norris, Cathie
Soloway, Elliot
Balacheff, Nicolas
Scardamalia, Marlene
Dillenbourg, Pierre
Looi, Chee-Kit
Milrad, Marcelo
ULRICH HOPPE
Over the next 10 years, we anticipate that personal, portable, wirelessly-networked technologies will become ubiquitous in the lives of learners — indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning (TEL), characterized by “seamless learning spaces” and marked by continuity of the learning experience across different scenarios (or environments), and emerging from the availability of one device or more per student (“one-to-one”). One-to-one TEL has the potential to “cross the chasm” from early adopters conducting isolated design studies to adoption-based research and widespread implementation, with the help of research and evaluation that gives attention to the digital divide and other potentially negative consequences of pervasive computing. We describe technology-enhanced learning and the affordances of one-to-one computing and outline a research agenda, including the risks and challenges of reaching scale. We reflect upon how this compares with prior patterns of technology innovation and diffusion. We also introduce a community, called “G1:1,” that brings together leaders of major research laboratories and one-to-one TEL projects. We share a vision of global research, inviting other research groups to collaborate in ongoing activities. Keywords: Technology-enhanced learning; research collaboration; pervasive computing; wireless technologies.
m-Learning: An experiment in using SMS to support learning new English language words
British Journal of Educational Technology
Vol 40 No 1 2009
78-91
There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop com- puters and mobile phones are revolutionising education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system, developed by the authors, called mobile learning tool(MOLT), has been tested with 45 1st-year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned newwords with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students.
m-Learning: An experiment in using SMS to support learning new English language words
Vol 40 No 1 2009
78-91
There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop com- puters and mobile phones are revolutionising education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education. This paper investigates the use of wireless technologies in education with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system, developed by the authors, called mobile learning tool(MOLT), has been tested with 45 1st-year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned newwords with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students.
m-Learning: An experiment in using SMS to support learning new English language words
Mobile Learning with Micro-content: A Framework and Evaluation
25th Bled eConference eDependability:
Reliable and Trustworthy eStructures, eProcesses, eOperations and eServices for the Future
Peter A. Bruck
Luvai Motiwalla
Florian Foerster
Micro-learning (ML) combines micro-content delivery with a sequence of micro interactions which enable users to learn without information overload. This has the potential to enable better learning results in terms of retention of propositional content. Learners familiar with Web2.0 technologies, like Tweets and SMS, expect a personalized learning solution and the KnowledgePulse (KP) system researched and developed by the RSA FG delivers this in a work context. ML has potential for enhancing mobile learning which has lacked success despite the explosive popularity of mobile devices. This paper presents the micro-learning approach and the KP sytem that delivers micro-content on mobile devices and allows learning anytime, anyplace and any pace. Three case studies of different product stages of KP are reported with 100+ users in three settings. Results show high usage levels and good satisfaction of learners. These preliminary results provide encouraging signs for the further development of micro-learning systems. Future research needs to expand to a much large scale and also develop an evaluation framework which can serve as standard to investigate how micro and mobile learning can be integrated to create more effective learning.
Mobile Learning with Micro-content: A Framework and Evaluation
Reliable and Trustworthy eStructures, eProcesses, eOperations and eServices for the Future
Peter A. Bruck
Luvai Motiwalla
Florian Foerster
Micro-learning (ML) combines micro-content delivery with a sequence of micro interactions which enable users to learn without information overload. This has the potential to enable better learning results in terms of retention of propositional content. Learners familiar with Web2.0 technologies, like Tweets and SMS, expect a personalized learning solution and the KnowledgePulse (KP) system researched and developed by the RSA FG delivers this in a work context. ML has potential for enhancing mobile learning which has lacked success despite the explosive popularity of mobile devices. This paper presents the micro-learning approach and the KP sytem that delivers micro-content on mobile devices and allows learning anytime, anyplace and any pace. Three case studies of different product stages of KP are reported with 100+ users in three settings. Results show high usage levels and good satisfaction of learners. These preliminary results provide encouraging signs for the further development of micro-learning systems. Future research needs to expand to a much large scale and also develop an evaluation framework which can serve as standard to investigate how micro and mobile learning can be integrated to create more effective learning.
Mobile Learning with Micro-content: A Framework and Evaluation
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