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Journal articles on the topic 'Mobile learning and new technologies'
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1
B, Ligi, and B. William Dharma Raja. "MOBILE LEARNING IN HIGHER EDUCATION." International Journal of Research -GRANTHAALAYAH 5, no. 4(SE) (April 30, 2017): 1–6. http://dx.doi.org/10.29121/granthaalayah.v5.i4(se).2017.1942.
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Mobile learning (m-learning) environments provides a wide range of new and exciting learning opportunities supported by the wireless technology. This paper discuss the role of m-learning in the new educational setting which creates student-centered learning and educational practice, offering new more flexible learning methods for higher education. In the digital 21st century learning and educational processes are integrated with new information and communication technologies (ICTs) in the education system. This new m-learning technology has fascinated the interest of researchers, educators and companies developing learning system and instructional materials. M- Learning facilitates a new mechanism of teaching and learning process in order to enhance the learning and education experience of the students. The use of mobile devices and wireless technology in the new learning environments allows students to achieve more in their educational process. The students will be enthusiastic about the new learning options provided by the mobile technologies. The m- learning environment will provide new study opportunities for the students which strengthen the flexibility of being able to study at any time and any place.
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Uzunboylu, Huseyin, and Niyazshina Azhar. "Mobile learning as a new technology in education." Global Journal of Information Technology: Emerging Technologies 13, no. 1 (April 1, 2023): 07–16. http://dx.doi.org/10.18844/gjit.v13i1.8459.
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The article discusses mobile technologies as a new direction in education. The specific features of mobile learning in different variants of interaction of subjects of the educational process in the "teacher-student" system are revealed. The article examines the set of pedagogical conditions that determine the need for the development of mobile learning as one of the leading technologies of the knowledge management system in modern education. The possibilities of effective use of mobile learning in the conditions of technical equipment and psychological readiness of the subjects of the modern educational process are analyzed. Attention is drawn to such factors as the growth of uncertainty and the complexity of information flows in the competitive environment of the developing "digital universe", which requires the rapid mastery of numerous forms of interaction.
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Tkachuk, Stanislav, Oleksii Melnyk, and Serhiy Voroshilov. "IMPLEMENTATION OF MOBILE LEARNING TECHNOLOGIES IN THE SYSTEM OF DISTANCE EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 30, 2023): 72–78. http://dx.doi.org/10.31499/2307-4906.1.2023.276939.
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Mobile learning is analyzed as an organization and solution of problems for complex, systematic informatization of educational activities and the implementation of measures aimed at integrating educational, scientific and managerial activities of an educational institution for the training of competitive specialists who possess a professional specialty based on modern information and telecommunication technologies. It is shown that the implementation of mobile learning involves solving a number of tasks; the development of mobile learning tools forces a new look at the technologies for implementing distance learning. The mission of an educational institution that implements mobile learning is to realize the transition from an industrial society to an information society, to use a network information and educational environment, to provide open and distance education throughout life or work based on new information and telecommunication technologies. Such an educational institution offers educational services based on a combination of network, video interactive technology and wireless access to resources, anytime and anywhere. The author's view on the formation of the mobile learning system in open distance education consists in the formulation of key provisions, which we include: the vision of mobile learning; the goal of an educational institution implementing mobile learning; purpose and tasks of mobile learning in open distance education; mobile learning technologies; didactic possibilities, properties and functions of mobile learning; multimedia core as a basis and carrier of mobile learning knowledge. As part of the research, we formulated a vision of mobile learning in an educational institution, which we understand as an ideal picture of the future, as a state that can be achieved under the most favorable conditions.
Keywords: e-learning technologies; distance education; mobile learning; educational process; interactive learning; information and communication technologies; electronic training courses; LMS Moodle
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Ibrahim, Dogan, and Nadire Cavus. "MOLT: A Mobile Learning Tool That Makes Learning New Technical English Language Words Enjoyable." International Journal of Interactive Mobile Technologies (iJIM) 2, no. 4 (September 29, 2008): 38. http://dx.doi.org/10.3991/ijim.v2i4.530.
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There is an increase use of wireless technologies in education all over the world. In fact, wireless technologies such as laptop computers, palmtop computers, and mobile phones are revolutionizing 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 SMS text messaging. The system, developed by the authors, called Mobile Learning Tool (MOLT), has been tested with 45 first-year undergraduate students. Studentsâ?? opinions have been collected after the experiment. Our results show that students enjoyed and be happy used mobile phones to learn new technical English word. We believe that if we add the improvements or modifications students wish to see in the MOLT system, then using the MOLT system as an educational tool will contribute to motivation and success of students.
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Goggin, Gerard. "Mobile Learning: The Significance of New Mobile and Wireless Communications Technologies for Education." Information Technology, Education and Society 8, no. 1 (January 1, 2007): 49–66. http://dx.doi.org/10.7459/ites/08.1.04.
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Zhumabayeva, Aziya, Sazhila Nurshanova, Zhazira Zhumabayeva, Yernar Ospankulov, Rabiga Bazarbekova, and Assel Stambekova. "Analysis of Prospective Primary School Teachers' Attitudes towards Mobile Learning Tools and Acceptance of Mobile Learning." International Journal of Education in Mathematics, Science and Technology 11, no. 3 (April 20, 2023): 728–43. http://dx.doi.org/10.46328/ijemst.3322.
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Although the use of mobile technologies in education is rapidly becoming widespread, there are limited findings about the attitudes, competencies and acceptance behaviors of prospective teachers who use and will use these technologies. However, prospective teachers will be the implementers of new technologies such as mobile learning in education when they start their teaching profession in the future. In this study, it was aimed to examine prospective teachers' attitudes towards mobile learning and their mobile learning acceptance behaviors in terms of some variables. The study was conducted by cross-sectional survey method with the participation of prospective teachers studying at two universities in Kazakhstan. The study was composed of 260 prospective teachers at different grade levels. According to the findings of the study, the acceptance behaviors of prospective teachers towards mobile technologies were found to be moderate, while their attitudes towards these technologies were found to be positive and high. In the study, it was found that prospective teachers' attitudes towards mobile learning and mobile learning acceptance behaviors showed significant differences according to gender and grade level. Finally, it was found that attitudes towards mobile learning predicted mobile learning acceptance behaviors significantly and positively in Kazakhstani prospective teachers
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Marques, Célio Gonçalo Cardoso, António Manso, Ana Paula Ferreira, and Felisbela Morgado. "Using Mobile Technologies in Education." International Journal of Technology and Human Interaction 13, no. 4 (October 2017): 77–90. http://dx.doi.org/10.4018/ijthi.2017100106.
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The acquisition of reading skills is decisive for the academic achievement of students. However, learning to read is a complex process. With this in mind, several attempts have been made to find new educational approaches to enhance students' reading motivation. Considering the enormous potential of ICT for education and training, we have developed a digital repository of teaching and learning materials and a multiplatform application that runs on mobile devices: Letrinhas. This information system was designed to promote the development of reading and to provide tools for monitoring and assessing reading skills against the curricular targets set by the Ministry of Education. Letrinhas was evaluated by specialists and users and a high level of satisfaction was observed among students and teachers as time and effort spent to consolidate reading is considerably reduced with this application. This evaluation also enabled to identify features that will be available in the future.
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Омарова С. К. "FOREIGN LANGUAGE MOBILE LEARNING DESIGN." HERALD OF SCIENCE OF S SEIFULLIN KAZAKH AGRO TECHNICAL UNIVERSITY, no. 2(109) (July 27, 2021): 98. http://dx.doi.org/10.51452/kazatu.2021.2(109).597.
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The formation of artificial virtual environments and their implementation in the educational environment of human activity is a current trend. Various textbooks, reference books, and dictionaries are created with virtual objects and interactive applications included in their content.The expanding capabilities and diversity of mobile devices support increasingly large-scale and interesting learningprojects.Mobile technologies provide new opportunities for curriculum development that differ from those provided by other e-learning technologies. They serve to support such a learning model, where the priorities are: free access to learning technologies, inclusiveness, and enhancing the students’ activity. In mobile learning, the central role is given to students with their individual technology preferences, while mobile learning is synonymous with unpredictability and constant change.Mobile-digital communication environments have huge number of tools and software to influence various cognitive and psychological aspects of students ' motivation to learn a foreign language. When using these environments, the learner's perceptual skills improve, since interaction with mobile devices with a learning purpose is most often initiated by the learner himself, at a convenient time and place for them.
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Bennis, Lamyae, and Said Amali. "From Learning Game to Adaptive Ubiquitous Game Based Learning." International Journal of Emerging Technologies in Learning (iJET) 14, no. 16 (August 29, 2019): 55. http://dx.doi.org/10.3991/ijet.v14i16.10701.
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Mobile Learning (also known as m-learning) and game based learning (GBL) are two important elements in Technology-Enhanced Learning. By using mobile technology and benefiting from their features we can provide a pervasive learning without being restricted by time and space (Learning anywhere and anytime). GBL over the last decade has played an important role in increasing the motivation of the learner player through the integration of gamification into the learner’s learning process. The combination of the two elements gave birth to a new concept of educational system called Ubiquitous Learning Game (ULG). Mobile technologies are very diverse and market demands push the continued development of new technologies and features that present a big challenge in time and development costs. On the other hand creating a nice game for different player profiles requires the addition of the learner’s model in the design phase of the game. In this sense the main aim of this paper is to present the new architecture of the
<e-Adventure > educational adventure games authoring tool and its implementation by addressing the different challenges already cited in order to generate an adaptive ULG for multiples mobile platforms.
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Roman Shkilev, Artemiy Kozachek, Baydjanova Iroda Abdullayevna, Feruza Suyunovna Abdullayeva, Laylo Jurayevna Toshboyeva, Nargis Abdullaevna Inagamova, and Sobirjon Sohib o'g'li Abdullayev. "Augmented Reality in Mobile Learning: Enhancing Interactive Learning Experiences." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 20 (October 17, 2024): 4–15. http://dx.doi.org/10.3991/ijim.v18i20.50795.
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A new platform for learning in a mobile environment was established by improvements in e-learning technologies. However, probably because of the low level of interactive learning content, many of the concepts in mobile-based learning environments have begun struggling to engage students. Therefore, this study paper proposes an augmented reality (AR) technique for the enhanced interactive learning experience for the students. A new platform for learning in a mobile environment was established by innovations in e-learning technologies. Unsurprisingly, owing to a tiny amount of interactive learning content, many of the concepts in mobile-based learning environments are now underperforming to engage students. To erect the mapping process for mobile task learners and empower the software of AR through mobile with the parameter, the deployment of mobile learning parameters is also appreciated. This study analyzes how AR could impact traditional learning methodologies by using mobile devices to combine digital information with actual surroundings. It achieves this by carrying out an in-depth evaluation of the most current research and an analysis of case studies. In regards to considerable accomplishments, AR in mobile learning might improve student engagement, boost experiential learning, and support better knowledge retention. The publication additionally includes implementation-related difficulties for AR, such as technological barriers and the prerequisite for revised instructional schemes. The study finalizes with proposals for future research to advance our comprehension of and enhance the value of AR applications in educational contexts and additionally suggests to educators and developers how to fully utilize the beneficial features of AR in mobile learning.
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Manyuk, Liubov V., and Nataliia V. Kuchumova. "APPLICATION OF MOBILE TECHNOLOGIES IN THE PROCESS OF TEACHING FUTURE PHYSICIANS AT THE UNIVERSITIES OF THE USA." Information Technologies and Learning Tools 74, no. 6 (December 30, 2019): 212–24. http://dx.doi.org/10.33407/itlt.v74i6.2705.
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The development as well as the global and local spread of mobile devices, mainly smart phones and tablets, have led to the emergence of a new direction of electronic learning in the field of higher medical education, namely mobile learning. This phenomenon causes continuous research, study and application of mobile technologies for learning purposes by medical students and academics. In order to make mobile learning effective, higher medical institutions have to take proper measures. The academic staff should create required learning tools and methodological support, provide proper material and technical conditions for the efficient and safe usage of mobile technologies. The researchers should study the experience of developed countries in this direction. A profound analysis of foreign scientific evidence has shown that the USA ranks a leading position in this branch of innovation. This country has a long history of implementing mobile technologies into the undergraduate university training aimed at improving clinical thinking and communication skills of future physicians. Thus, our paper highlights: the conditions of implementation of electronic mobile technologies in the US higher medical education; current state of their application at medical schools and colleges of the USA; the requirements and risks of new technologies application in university training of future physicians; potentials of social media and gaming technologies as the professional training tools at US higher medical institutions. Priceless experience of the USA should be taken into account while designing new curricula and modernizing an academic process at undergraduate level in Ukraine. The preliminary conditions for this process primarily include the use of mobile applications, social media tools and “smart games” for learning. The electronic mobile technologies involving the tactics of a serious learning game are promising and can aid evolution of m-learning in the Ukrainian higher medical education institutions. However, electronic mobile technologies, including the above listed tools applied in the academic process could be beneficial only in case of their gradual, methodologically correct, grounded and controlled implementation and usage involving proper on-line behavior – digital professionalism.
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Usmonova G.A. "Exploring the Conceptual Framework of Mobile Learning Technology." Texas Journal of Philology, Culture and History 28 (March 6, 2024): 18–20. http://dx.doi.org/10.62480/tjpch.2024.vol28.pp18-20.
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The idea of introducing new technologies to education is not new, and as a result, research on this topic has been carried out for years. However, the rate of introduction of new technologies in higher education in Uzbekistan is very slow. The purpose of this article is to propose a conceptual framework for the development of mobile learning, in particular, the introduction of mobile applications into the educational process in primary education. This goal is achieved by analyzing the existing measures and the existing foundations of mobile education, which are used to improve the quality of education through the active use of information and communication technologies. The proposed system includes three main elements: applied computing, information systems, and theory of computation. It is important that each of them is done correctly and that there is continuity between them.
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Marzouki, Ouiame Filali, Mohammed Khalidi Idrissi, and Samir Bennani. "Towards a New Mobile Educational Model." International Journal of Systems Applications, Engineering & Development 15 (November 28, 2021): 178–85. http://dx.doi.org/10.46300/91015.2021.15.26.
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The development of mobile technologies and wireless networks encourages more research on Mobile Learning. Reviewing irregular verbs on a bus or organizing a training schedule on a Smartphone is becoming more common today. Mobile learning complements and enhances existing learning systems. Its development has been slowed in the early 2000s by both technical limitations and lack of dedicated teaching models. This article focuses on educational issues and proposes a solution by adopting the Method for Engineering Learning Systems MISA. Our work aims to identify basic elements, key characteristics and dimensions for developing the appropriate content for mobility. These elements are the basis for customization of the MISA method. Indeed, the different steps of MISA are governed by operating principles which ensure greater consistency and flexibility. Taking into account the specifications of Mobile learning in the development of these principles, we can adapt MISA to design a mobile learning system.
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Doszhanov, B. A., R. U. Almenayeva, and B. K. Zharmenova. "TRENDS AND PROSPECTS OF MOBILE LEARNING TECHNOLOGY IN EDUCATION." BULLETIN Series of Pedagogical Sciences 72, no. 4 (December 15, 2021): 25–32. http://dx.doi.org/10.51889/2021-4.1728-5496.03.
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The rapid development of digital technologies has led to the transformation and modernization of the educational process, becoming the basis for significant changes in traditional teaching methods. Today, what is happening in the world – the pandemic – puts at the forefront a fundamental study of the issue of transferring education to digital format. The aim of this study is to present the results of research in the field of application of new technologies in higher education with special attention to mobile learning as a modern innovative approach and to determine the current situation and prospects for the application of mobile technologies in teaching. The authors take mobile learning as a promising vector of digital pedagogy, describe the advantages of using mobile learning technologies in the organization of the educational process and reveal the content of mobile applications in the educational process. The article also touched upon the shortcomings of mobile learning technologies in education. In addition, an overview of the history of mobile learning, an explanation of the term, problems of using mobile technologies in education and the course of its research were presented. Analyzing mobile applications, we present several applications used in training. In the course of the work, the results of a survey conducted to study and analyze the decisive factor for overcoming possible conflicts when using mobile learning in higher education were analyzed.
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Larchenko, Victor, and Olga Barynikova. "New technologies in education." E3S Web of Conferences 273 (2021): 12145. http://dx.doi.org/10.1051/e3sconf/202127312145.
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This article contains a study on the topic “Digitalization and education: the current state and prospects.” It has analyzed such aspects of digital education as digital literacy, mobile digital education, and the ethics of artificial intelligence in education, VR and AR technologies in digital education, robotics training in educational institutions. Electronic textbooks, digital education software are very useful in development of foreign language learning right now. The purpose of this article is to familiarize with the results of the study on the introduction of digitalization in the educational process. The most attention is paid to its growing role attention in the condition of pandemic, when the processes of learning and teaching have to be changed in form of new material giving and finding. As it turned out the students have obtained better knowledge thanks to new digital approaches in educational process. As for teachers, they were more effective in monitoring student knowledge allowing them more independence. Conclusions have been drawn on the effectiveness of each aspect and digital education in general. Statistics on access to digital technologies, frequency of software use, percentage of digital technology ownership has also identified
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Shishov, Sergey Evgenievich. "Digitalization Policy Influence: Implementation of Mobile Learning in the University Educational Process." Webology 18, Special Issue 04 (September 30, 2021): 687–99. http://dx.doi.org/10.14704/web/v18si04/web18158.
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The digitalization of higher education has led to the emergence of new teaching methods, including mobile learning methods. The purpose of the study is to determine the prospects, advantages, and obstacles to the introduction of mobile learning in the university educational process in the context of the digitalization policy of education. The study presents the prospects for the introduction of mobile learning in the university educational process; identifies the main components of mobile learning, which ensure the effectiveness of the implementation of mobile technologies and types of mobile content that can be used in the university educational process; an analysis of each type has been carried out; the advantages and obstacles of the introduction of mobile learning are highlighted. In conclusion, mobile technologies allow introducing new forms of training organization, involving the interaction of learning subjects with each other not only during lessons but also outside them.
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Şahin, Gül, and Tülay Başak. "Mobile learning in nursing "m-learning"Hemşirelikte mobil öğrenme “m-öğrenme”." Journal of Human Sciences 14, no. 4 (December 22, 2017): 4480. http://dx.doi.org/10.14687/jhs.v14i4.4891.
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Along with the change in information and communication technology, learning methods are also changing. One of the new and fastest growing learning models is m-learning. The m-learning is often defined as a learning environment in which students and instructors can access learning system over wireless network at anytime, anywhere using mobile devices. According to Koole's definition, m-learning; "Is a process of interaction of mobile technologies, learning capacities, and social aspects of the learners”. Use of m-learning in nursing education is increasing day by day. It’s known that these technologies are used in nursing education in many countries, although there is no clear information about the number of schools that use mobile devices in nursing education. M-learning in nursing education; supports learning, provides up-to-date accurate information and has important information potential such as patient safety, support for evidence based practice, development of decision-support systems. Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBilgi ve iletişim teknolojisindeki değişimle birlikte öğrenme yöntemleri de değişmektedir. Yeni ve çok hızlı gelişen öğrenme modellerinden biri de m-öğrenmedir. M-öğrenme; genellikle öğrencilerin ve eğitmenlerin herhangi bir yerde, herhangi bir zamanda, mobil cihazları kullanarak kablosuz ağ üzerinden öğrenme sistemine erişebilecekleri öğrenme ortamı olarak tanımlanmaktır. Koole'ye göre ise m-öğrenme; “mobil teknolojilerin etkileşiminden, öğrenme kapasitelerinden ve öğrenmenin sosyal yönlerinden oluşan bir süreçtir”. Bu eğitim modelinin; her zaman, her yerde, eğitimde fırsat eşitliğini artırma, formal, informal ve non-formal öğrenme çevrelerinde kesintisiz öğrenmeye olanak sağlama, bireyselleştirilmiş öğrenmeyi kolaylaştırma gibi birçok avantajı bulunmaktadır. Bu nedenle, hemşirelik eğitiminde de kullanımı gün geçtikçe artmaktadır. Hemşirelik eğitiminde mobil cihazları kullanan okulların sayısıyla ilgili açıklayıcı bir bilgi olmasa da, birçok ülkede hemşirelik eğitiminde bu teknolojilerin kullanıldığı bilinmektedir. Hemşirelik eğitiminde m-öğrenme; öğrenmeyi destekler, güncel, doğru bilginin kullanılmasını sağlar ve hasta güvenliğini sağlama, kanıta dayalı uygulamaları destekleme, karar-destek sistemlerinin geliştirilmesi gibi önemli bilgi potansiyeline sahiptir.
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Atan, Mislina, and Faaizah Shahbodin. "Significance of mobile learning in learning Mathematics." MATEC Web of Conferences 150 (2018): 05049. http://dx.doi.org/10.1051/matecconf/201815005049.
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Mobile learning has been expanding due to the significance growth and demand for wireless and mobile computing technologies in recent years. It offers a new paradigme shift in learning dimension that conventional classrooms may fail to offer in the teaching and learning approach. This study explores the integration of mobile learning in mathematics at the higher learning institution as research on the use of mobile learning for the teaching and learning of Mathematics appears to be limited. The study focused to examine student’s perceptions and experience of mobile learning in Mathematics classroom and also to examine the significant of mobile learning on attitude towards Mathematics. The study involved a total of 70 students at one of the technical university in Malaysia. The students reported their perceptions and the pre and post experiences through a survey questionnaire. The findings reported that the increase level of students’ learning excitement, engaging and positively able to be an independent learner after they experienced mobile learning in formal classroom setting. Hence, mobile learning does significantly increase students’ attitude toward significance of Mathematics and reduce Mathematics anxiety.
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Pushkareva, T. P., N. V. Titovskaya, and S. N. Titovsky. "Mobile Technologies in Teaching Mathematics." Open Education 28, no. 3 (June 18, 2024): 35–45. http://dx.doi.org/10.21686/1818-4243-2024-3-35-45.
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Purpose. The article discusses the use of mobile technologies in teaching mathematics to engineering students. The relevance of the paper is due to the need to introduce new methods and means of teaching in connection with the increasing integration of mobile technologies into all areas of life, the interests and characteristics of the new, networked generation of students, the limited possibilities of using innovative methods and means of teaching mathematics due to the conduct of classes outside the computer lab.Materials and methods. The peculiarity of this study is that the integration of mobile technologies into the process of teaching mathematics is considered as a system of three components: technological, informational and social. The analysis of these components made it possible to obtain answers to research questions: where and how mobile devices should be used when studying mathematics; what mobile applications will provide the most effective learning of the discipline; how to organize the educational process using mobile technologies to increase interest and motivation in learning mathematics.Results. The main reasons for the lack of interest in studying mathematics and low motivation include the high level of abstraction of the discipline and the characteristics of the modern, networked generation of students. Analysis of scientific sources and our own observations made it possible to identify such characteristics as problems with understanding complex and long text, the ability to easily read from a small screen and process information in parallel, the choice of sound and images instead of text, the desire for short-term learning and instant results, and attitude towards mobile devices as vital items. Taking into account the interests and wishes of students, and relying on the didactic capabilities of mobile technologies, the paper proposes mobile applications for studying various topics of a mathematical course, assignment options that help increase motivation, develop group work skills and digital literacy. The importance and effectiveness of using social services for visualizing mathematical concepts and calculation schemes, as well as the WhatsApp messenger for instant messaging between students and receiving timely individual and group consultation from a lecturer, is shown. An important characteristic of the messenger is the presence of video communication.Conclusion. The analysis of scientific literature, the study of the requirements of employers and the interests of the modern, networked generation of students, indicated the need to integrate mobile technologies into the process of teaching mathematics. Working with different groups in terms of both the level of mathematical knowledge and the level of proficiency in mobile technologies made it possible to identify and outline ways to solve the main issues of using mobile technologies in teaching mathematics. With limited time to study mathematics, it is difficult for a lecturer to allocate additional time to present the capabilities and effectiveness of mobile applications. A solution to this issue may be to include a section “Mobile Technologies” in a course related to the study of information and communication technologies. It is noted that group work also contributes to a more effective study of the capabilities and techniques of working with mobile applications.
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Borodina, E., A. Hafiiak, O. Shefer, and S. Alyoshin. "THE INFORMATION TECHNOLOGY AND MOBILE APPLICATIONS APPLIANCE FOR THE FUTURE SPECIALISTS PREPARATION IN HIGHER EDUCATION INSTITUTIONS." Системи управління, навігації та зв’язку. Збірник наукових праць 3, no. 55 (June 21, 2019): 76–79. http://dx.doi.org/10.26906/sunz.2019.3.076.
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The article is devoted to the analysis and research of information technologies and mobile applications for the preparation of university students. Analyzed the actual problems of preparing students in terms of mobile devices. The versatility of the use of mobile devices in the educational process allows you to change the traditional form of teaching material, while applying innovative technologies. Various Google Apps services are explored with the help of which you can get wide opportunities for information education. Applying educational information technologies, it can be noted that learning becomes interactive, enhances the intensity of the learning process. Thus, the introduction of new information technologies and mobile applications in the educational process introduces completely new components of educational content necessary for the preparation of competitive specialists.
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Wang, Ya Fei, Xin Wang, Xi Liang Pei, and Jiu Sheng Peng. "Suggestions on International Language Environment Construction of Big Cities with New Information and Communication Technology." Applied Mechanics and Materials 373-375 (August 2013): 2299–303. http://dx.doi.org/10.4028/www.scientific.net/amm.373-375.2299.
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The new generation of information and communication technology is booming, which creates a broad stage for mobile learning. The advantage of mobile learning is to meet the special needs of the citizens to learn a foreign language. At first, this paper analyzes the situation which the city international language environment construction is facing, then defines the connotation of a new generation of information communication technology, business and mobile learning, and points out that mobile learning is suitable for the city international language environment construction. It finally analyzes several mobile learning models which are based on the new generation of information communication technologies.
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Al-Khanjari, Z., K. Al-Kindi, A. Al-Zidi, and Y. Baghdadi. "M-Learning: The New Horizon of Learning at SQU." Journal of Engineering Research [TJER] 11, no. 2 (December 1, 2014): 15. http://dx.doi.org/10.24200/tjer.vol11iss2pp15-26.
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M-learning extends the theory and practice of learning and mobility in converging technological environments. Developing a smart course in order to improve the standard of education at Sultan Qaboos University (SQU) is one of the main aims of the current authors. This proposal requires developing innovative applications for ubiquitous, mobile technologies for learning. This kind of development covers new educational and technological methods and concepts for supporting formal and informal learning. SQU is currently using Moodle as the open source e-learning management system to support and enhance traditional learning. Although elearning in SQU has proven its importance in enhancing traditional learning, it is limited to areas and locations where a personal computer exists. This constraint is a burden to many e-learning users who are staff or students, especially if they live in rural areas of Oman. To overcome this drawback, an investigative survey of the importance of m-learning was designed and distributed to SQU students. The results showed that almost all students favored and supported the idea and requested the implementation of a m-learning application. As a step forward, this paper proposes an extension for e-learning—a new m-learning tool to support learners who use mobile device technologies. Our goal in introducing m-learning at SQU is not to replace e-learning but to complement and improve it so both modalities are available, since each grants certain advantages to users.
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Driver, Paul. "Pervasive Games and Mobile Technologies for Embodied Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 4 (October 2012): 50–63. http://dx.doi.org/10.4018/ijcallt.2012100104.
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Thanks to the rapidly increasing adoption of mobile communications and wireless technologies, language educators are now empowered to sculpt interactions and design learning experiences using the real world as their canvas. City streets, shopping centres, cafés, and cemeteries can be augmented with new layers of meaning and narrative as learner-players use their language skills to navigate the chaotic and unpredictable environment of everyday life and achieve their objectives. Spatially expanded games provide a natural way to situate language production in context-rich, authentic settings, in contrast to the comparatively sterile confines of the traditional classroom. They are multimodal, multi-sensory, and highly personal immersive experiences. This paper explores the potential of technology-enhanced pervasive urban games for language learning and the pedagogic and philosophical foundations upon which these ideas are based. Examples are provided from an ongoing location-based research project.
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Șișianu, Ala, and Ala Pușcașu. "NEW TECHNOLOGIES AND FOREIGN LANGUAGE LEARNING: TRANSFORMING LANGUAGE EDUCATION." JOURNAL OF SOCIAL SCIENCES 7, no. 1 (April 13, 2024): 91–99. http://dx.doi.org/10.52326/jss.utm.2024.7(1).07.
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This article explores the transformative impact of new technologies on foreign language learning and its implications for language education. With the rise of globalization, proficiency in multiple languages has become increasingly valuable. The advent of online language learning platforms, virtual reality and augmented reality technologies, mobile applications, and language exchange communities has revolutionized language education. These technologies offer learners convenient access to resources, personalized instruction, immersive experiences, and opportunities for real-world practice. However, challenges such as the digital divide and the need for human interaction in language learning must be addressed. Looking to the future, the integration of artificial intelligence and machine learning holds great potential for further advancements in language education, fostering a world where language barriers are effortlessly overcome.
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Shyshkanova, Ganna, Tetyana Zaytseva, and Oleksandr Frydman. "Mobile technologies make education a part of everyday life." Information and Learning Science 118, no. 11/12 (November 13, 2017): 570–82. http://dx.doi.org/10.1108/ils-03-2017-0019.
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Purpose The purpose of this paper is to show the effectiveness of innovative mobile technologies in learning, to develop a new testing system with a mobile application and to investigate the influence of its use on the level of students’ knowledge. Design/methodology/approach Modern information assessment methods of knowledge, testing, including application of mobile devices and statistical analysis tools were used in the present research. Findings In recent times, students are motivated to use mobile technologies in education. This paper offers one of the approaches for achieving the effective integration of mobile technologies into the learning process. The software is developed for in-class testing as a client-server and its mobile application. Practical implications The practical research verified many advantages of mobile device usage during testing. It contributes to higher academic performance; in addition, it is economically advantageous as it does not require special equipment in classrooms and is psychologically comfortable for students who are accustomed to constantly using their mobile devices. Social implications Well-educated people play a role in the development of modern society. Mobile technologies can transform education into a seamless part of the ordinary life so that a person does not recognize it as training at all. The learning process will become more natural and easier and that will improve its quality. Originality/value This paper demonstrates how mobile devices can satisfy the learning expectations of students who frequently use mobile services on the Web and can attract their study interest implementing the created testing system in full-time education process.
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Bónus, Lilla, and Erzsébet Korom. "Mobiltechnológiával támogatott kutatásalapú tanulás." Magyar Pedagógia 122, no. 2 (June 30, 2022): 109–24. http://dx.doi.org/10.14232/mped.2022.2.109.
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Learning supported by mobile technology is extremely popular today because these technologies can support learning in different contexts. Mobile phones, e-book readers, MP3 and portable media players, tablets, laptops, smartphones, and GPS receivers can be considered mobile technology. As it can be seen from this list, they are different IT devices that can be held in the hand. Since they are portable devices, they enable learning regardless of time and place. The learning and teaching processes realized with mobile technology are called mobile learning (m-learning). Not only the device but also the student and learning are mobile. In the 2000s, research was published in the international literature in which mobile technologies supported learning by supplementing inquiry-based learning (IBL). Mobile technology-supported inquiry-based learning (mIBL) offers potential opportunities to support different levels of inquiry and generate new types of research; it helps to arouse and maintain students’ curiosity and motivation; it connects formal school and informal natural science learning related to everyday life. Although the research results so far show that mobile technology provides adequate support for IBL learning processes, practical strategies, recommendations, and guidelines are needed for further development and appropriate educational application. This study reviews the characteristics and practical applications of mobile learning through mobile technologies, emphasizing the support of inquiry-based learning.
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Masters, Jennifer. "Creative Teaching and Learning Strategies for Novice Users of Mobile Technologies." International Journal of Mobile and Blended Learning 5, no. 3 (July 2013): 68–79. http://dx.doi.org/10.4018/jmbl.2013070105.
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This paper addresses perspectives of creative teaching and learning strategies in the new learning context of mobile technology, particularly for novice learners. The discussion presented here is framed by two case studies and uses an ethnographical approach, informed by participant observation to consider the experiences of users of mobile devices who do not have prior experience with information and communication technologies. Although the lack of prior understanding of the novice user initially presented a hurdle for working with mobile technology tools, it was noted that an ‘innocence of perceiving and behaving’ (Maslow, 1971) could advantage these learners to work in new and creative ways that may not be considered by more experienced users. It was also identified that the creative learning could be facilitated by intentional support and both innovative teaching strategies and imaginative teaching scenarios are important components of this framework.
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Szara, Marta, and Jadwiga Wioletta Klukow. "New technologies used in the education of nurses and midwives." Pielegniarstwo XXI wieku / Nursing in the 21st Century 22, no. 3 (September 1, 2023): 181–94. http://dx.doi.org/10.2478/pielxxiw-2023-0026.
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Abstract Introduction. Nursing education has undergone an evolution – from traditional models to methods that rely on technology to acquire knowledge, moving toward student-centered learning, teaching, and assessment. Aim. The aim of this paper is to analyse the literature on the use of modern technologies in the education of nurses and midwives. Material and methods. A critical analysis of the scientifi c literature was performed. The following databases were searched: PubMed, CINAHL® Complete, Web of Science, using a combination of keywords: mobile technologies, nursing, midwife, education, clinical education, apps. Conclusions. The literature provides various examples of innovative teaching and learning models in nursing and midwifery education. These methods involve combining traditional teaching with the use of novel technologies such as simulations, e-learning sessions, virtual learning environments, and the use of social media or applications on mobile devices (smartphones, tablets, etc.). The rapid technological growth and evolving expectations of today’s students are forcing the need to off er them educational services that make a broader use of visual media, provide feedback, and provide environments that allow students develop their own ways on how to acquire knowledge and skills. Smartphone-based learning can be considered an eff ective complementary method for delivering educational materials to nursing and midwifery students to enhance their skills.
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Zhu, Lin. "The Research of Communication of Chinese Language and Culture under New Technologies." Advanced Materials Research 998-999 (July 2014): 1745–48. http://dx.doi.org/10.4028/www.scientific.net/amr.998-999.1745.
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The new era brought us a convenient communication. The fragment-timed learning can help many learners. The platform uses the SOA architecture. The learners of fragment-timed can get information through the mobile phone, and SMS can send the platform short content for the fanciers of Chinese language and culture. The smart mobile devices on the popular portable (such as mobile phone, tablet computer, etc). The essence Chinese culture can be tough through blog, Micro message, QQ, SKYPE, FACEBOOK, MSN, etc.
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Ali, R. A., and M. R. M. Arshad. "Perspectives of Students’ Behavior Towards Mobile Learning (M-learning) in Egypt: an Extension of the UTAUT Model." Engineering, Technology & Applied Science Research 6, no. 4 (August 26, 2016): 1109–14. http://dx.doi.org/10.48084/etasr.710.
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The rapid development of third-generation (3G) mobile technologies has led to the emergence of a new kind of learning called mobile learning (m-learning). M-learning means the use of mobile devices to access learning materials at anytime and anywhere with the aid of mobile terminals and networks. This paper explores the possibility of applying m-learning for schools in Egypt through a proposed model of acceptance factors that may affect the students’ intentions to adopt m-learning. We use the original model of Unified Theory of Acceptance and Use of Technology (UTAUT) and extended it with three new factors mobility, interactivity, and enjoyment.
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Mai, Mohammed Yousef. "Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools." European Journal of Interdisciplinary Studies 1, no. 3 (December 30, 2015): 187. http://dx.doi.org/10.26417/ejis.v1i3.p187-196.
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The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.
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Mai, Mohammed Yousef. "Science Teachers' Attitudes towards Using ICT and Mobile Learning Technologies in Malaysian Schools." European Journal of Interdisciplinary Studies 3, no. 1 (December 30, 2015): 187. http://dx.doi.org/10.26417/ejis.v3i1.p187-196.
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The use of ICT has resulted in new opportunities that mobile devices have transformed from a means of communication to tools for socialization, entertainment, work, and learning. The aim of this study is to determine the science teachers’ attitudes towards ICT and using mobile learning in education. The research sample consists of (67) science teachers from different cities in Malaysia who studing for master in University Education Sultan Idris. A valid and reliable scale has been adapted from "Mobile Learning Survey” (Pollara, 2011) and “Information and Communication Technology Attitudes Questionnaire-IAQ” (Kubiatko - Haláková, 2009; Mehra - Far, 2013) was used as a data collection tool. The results indicate that; science teachers have positive attitudes toward using ICT and mobile learning in education. On the other hand, science teachers' attitudes towards mobile learning was predicted by their perception about ICT and their self-efficacy.
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Omirzak, Islam, Yuliya Razumova, and Svetlana Nikishina. "New Generation Mobile Networks and Their Application in Electronic Learning." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 02 (January 26, 2021): 157. http://dx.doi.org/10.3991/ijim.v15i02.18323.
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The present article was aimed at examining the promising capabilities of new generation mobile networks for the implementation of first-class online education based on advanced immersive technologies. The study described the main functional drivers of the modern end-to-end 5G architecture and proposed several options for their application in today’s socio-economic life. It was assumed that, in the long view, 5G could become a facilitator and a quickening agent of Industry 4.0 and SMART Education, giving way to machine learning and the realization of Machine-to-Machine/Man (M2M) and Device-to-Device (D2D) technologies. The article provided an argument that the ability to connect through the 5G network would allow innovative technological solutions to fully realize their potential and create the global telecommunications infrastructure of the digital economy. In order to investigate public opinion toward a 21st-century education and identify the prioritized requests for university training among potential students, a survey of the target audience in the business administration segment was conducted. It involved 100 MBA students of the Graduate School of Business of Kazan Federal University (Russia) and 200 business workers. Respondents were offered to choose the most relevant requirements for the education quality from among 50 proposed variants by determining their priority on a 100-point scale. The analysis of questionnaire results allowed identifying 20 consumer trends and requests in education, which are becoming more and more prioritized in the contemporary business environment. After reviewing the survey outcomes, it was concluded that the main competitive advantages of an educational course are its pace, convenience, and effectiveness in goal-achievement. The provision of these benefits can become possible due to the synthesis of 5G and other digital educational technologies. In view of this, the present work also presented the analysis of promising educational opportunities of 5G for creators of study materials and students.
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Zhang, Xin, Yang Jun Hai, and Cemei Li. "Learning Management System in Education via Mobile App: Trends and Patterns in Mobile Learning." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 09 (May 8, 2024): 19–34. http://dx.doi.org/10.3991/ijim.v18i09.49027.
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The mobile revolution has influenced students’ preferences for various educational platforms in the new digital era, especially regarding young learners’ utilization of mobile devices such as smartphones, iPads, and other gadgets for mobile learning (m-learning). Because of this, universities that implement learning management systems (LMS) through standard web-based platforms should explore the potential for integrating mobile devices and technologies into m-learning platforms. Through the utilization of this technology, LMS can facilitate continuous user interaction and enhance user awareness of any revisions made to the material. To reach the majority of LMS users, mobile applications must be developed for all major mobile platforms. By utilizing the Web View API, this research combined native mobile and web technologies to develop the mobile application. This strategy was adopted in anticipation of the requirement to create and maintain the application across multiple mobile platforms. It was anticipated that this approach would reduce the time needed for creation, maintain a consistent interface, and enable the use of platform-specific features. It also makes sense to provide mobile device access to some of the LMS virtual classroom’s functions. The K-means algorithm is used for analyzing course material and learning. Nevertheless, achieving this goal might not be an easy process. To enable this form of connection between the LMS and the m-learning applications, this chapter assesses the challenges involved in achieving that goal and presents various common interchange designs and related research and development efforts.
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Ameri, Maryam. "The Use of Mobile Apps in Learning English Language." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 14, 2020): 1363–70. http://dx.doi.org/10.33258/birle.v3i3.1186.
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Throughout and out of college, the use of technology has become an integral part of the learning process. Technology helps teachers to adapt lessons in the classroom, thereby improving the learning process, English as a second language/international. This paper discusses different attitudes which help English language learners by using technologies to increase their learning skills. Researcher indicates that the effective use of new technologies improves learners’ language learning skills.
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Chouchane, Khamssa, and Okba Kazar. "A New Cloud-Based Adaptive Mobile Learning System Using Multi-Agent Paradigm." International Journal of Organizational and Collective Intelligence 12, no. 3 (July 1, 2022): 1–9. http://dx.doi.org/10.4018/ijoci.306694.
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Today, Mobile devices are receiving a wide recognition as a cutting-edge technology to assist teaching and learning strategies that harness individual learners’ context. As mobile technology is being resorted to in education systems, tools that help accessing information have changed. In similar fashion, concepts such as Mobile Learning have emerged. Mobile learning is widespread. Furthermore, students nowadays are able to learn regardless of time and place. This is accomplished by mobile technologies and wireless internet connections. Nevertheless, there are still critical challenges regarding this new learning paradigm. In fact, researchers are meeting a difficulty related to providing accessibility for all students. This paper introduces a New Cloud-based Adaptive Mobile Learning System using a Multi-agent paradigm. The system provides adaptive learning content and personalised to the learner’s style and preferences, to increase learner satisfaction and facilitate the learning process. The system was implemented and will be tested with students in a real educational environment.
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Villa, Agustín de la, Alfonsa García, Francisco García, and Gerardo Rodríguez. "The New Technologies in Mathematics: a Personal History of 30 years." International Journal for Technology in Mathematics Education 24, no. 2 (June 1, 2017): 67–73. http://dx.doi.org/10.1564/tme_v24.2.03.
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A personal overview about the use of new technologies for teaching and learning mathematics is given in this paper. We analyse the introduction of Computer Algebra Systems with learning purposes, reviewing different frameworks and didactical resources, some of them generated according the philosophy of the European Area of Higher Education. Elearning was an important stage in new technologies. We discuss the different possibilities: learning content management system, e-assessments, projects, etc. The paper is completed with some comments about the mobile learning.
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Håkansson Lindqvist, Marcia, Jimmy Jaldemark, and Peter Mozelius. "Professional development as a collaborative endeavour of networked learning in higher educational settings." Proceedings of the International Conference on Networked Learning 11 (May 14, 2018): 349–52. http://dx.doi.org/10.54337/nlc.v11.8781.
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University teachers continue to strive to take up mobile and blended learning technologies in their teaching practices and universities continue to support this work through professional development courses for university teachers. At Mid Sweden University, two projects have recently been carried out with the objective to develop higher education practices supported by mobile and blended learning technologies in teaching in practice. Professional development for university teachers was expected take place using an iterative design comprising five features: participating in a competence development course, planning trials, conducting trials, evaluating teaching and participating in a pedagogical seminar. In this paper, the preliminary results of the final interviews with 12 teacher educators will be presented. The interviews were carried out to explore beliefs regarding changes in teaching practices, following the completion of teacher professional development project. The results showed that the teacher educators in this study experienced change in the use of mobile and blended learning in their teaching through dialogue, collaboration, dissemination and networked learning. Three themes were identified. The first theme was collaboration. Here, the teacher educators expressed beliefs which could be related to collaboration for learning to use mobile and blended learning technologies in their teaching, supporting conditions for networked learning. This involved working and planning new technologies in new courses together. In the second theme, sharing is caring, the teachers in the study expressed helping each other out and supporting each other in the work to learn and use new technologies in their teaching. Support through pep talks and taking on learning new technologies as a group was one example of gaining knowledge about new technologies. In the third and final theme, the teacher educators’ expressed beliefs regarding dissemination as a way to share knowledge and experiences. Beliefs expressed here included learning through seeing what others were working with and exchanging knowledge. The teacher educators’ in this study also expressed the need for continued learning through collaboration and dissemination, as networked learning in their community of practice. How universities continue to provide professional development to support teachers’ continued work together in communities of practice through networked learning will be of importance. These efforts in professional development will provide possibilities to push forward change in teachers’ use of mobile and blended learning in their teaching practices.
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Blilat, Asmae, and Abdelali Ibriz. "Design and Implementation of P2P Based Mobile App for Collaborative Learning in Higher Education." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 07 (May 6, 2020): 115. http://dx.doi.org/10.3991/ijim.v14i07.13167.
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Within the recent years, mobile technologies have made major progress in its de-velopment. They have become an integral part of our daily life. Therefore, the big interest of using mobile technology in education process is comprehensible. A new technology was born called mobile learning (m-learning). The main benefits of this technology is sharing three important dimensions of learning resources namely learning contents, learning collaborators and learning services. In univer-sity courses, different forms of collaborative and peer learning are progressively used in order to assist students meet an assortment of learning outcomes. There-fore, the use of mobile technologies in education has become a crucial topic for research. Because mobile phone is the first choice of everyone to communicate, our research is focused on the use of smartphones as learning resources. In this paper, we propose an implementation of a new mobile application based peer-to-peer learning system named "EachOther" and a scenario for its usage applied on students of an IT course at the High School of Technology of Fez (ESTF). The aim of this work consists of the conception, the development and the implementa-tion of the mobile application based on Android system to support collaborative learning, by applying an object-oriented modeling language which is Unified Modeling Language (UML).
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Zidoun, Youness, Fatima-Zohra El arroum, Mohamed Talea, and Rachid Dehbi. "Students’ Perception About Mobile Learning in Morocco: Survey Analysis." International Journal of Interactive Mobile Technologies (iJIM) 10, no. 4 (October 25, 2016): 80. http://dx.doi.org/10.3991/ijim.v10i4.5947.
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Given the emergence of new mobile devices (tablet, PDA and smart phone), and the growth that knows that part of the ICT, integrating these new technologies into the learning system was imposed, and a new way of learning was born. Mobile learning or "m-learning" is providing great opportunities for learners, especially to learn anytime and anywhere without limitations. There is a new generation of students who grew up using technology and who are easily related to new mobile devices. We discuss the identity of mobile learning and aim to measure the interest of students on it through a survey. This survey seeks to promote mobile learning within the student’s community for a possible adoption in Moroccan higher education. Qualitative and quantitative approaches are endorsed. The results are analyzed, conclusions and perspectives presented at the end of this paper.
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Chen, Huajie, and Kehan Mei. "Exploring a Mobile Technology-Driven Model for Intercultural Communication Education." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 18 (September 24, 2024): 62–75. http://dx.doi.org/10.3991/ijim.v18i18.51491.
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In the context of accelerating globalization, intercultural communication competence has become a crucial element for the success of individuals and organizations. The frequent international interactions have underscored the importance of enhancing methods for improving intercultural communication skills within the educational sector. The rapid advancement of mobile technology offers unprecedented opportunities for educational innovation. Its convenience and widespread use have made mobile device-based learning models highly attractive. Particularly, advancements in real-time speech processing technologies have provided new tools and methods for intercultural communication education. By leveraging mobile real-time speech detection and synthesis technologies, a more interactive and personalized learning experience can be achieved, thereby enhancing the efficiency and effectiveness of language learning. This study aims to explore a mobile technology-based model for intercultural communication education and is divided into three main parts: firstly, the investigation of mobile real-time speech detection technologies aimed at intercultural communication education to provide instant feedback and improvement suggestions; secondly, the exploration of mobile real-time speech synthesis technologies to generate high-quality speech samples for learners to practice against; and thirdly, the integration of the aforementioned technologies to develop a flexible, efficient, and highly interactive learning system based on mobile technology. This study is expected to not only improve the effectiveness of intercultural communication education but also provide significant references for the innovative application of educational technologies.
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Abazova, Ludmila, Zhansurat Gutaeva, and Madina Kochesokova. "The effects of mobile technologies on the level of student involvement." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (December 1, 2024): 4321. http://dx.doi.org/10.11591/ijere.v13i6.29726.
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<span>In the modern world, there is a conscious interest in improving education quality with the help of modern information technologies. Innovative m-learning technology expands the possibilities and increases the effectiveness of training. Experiments conducted in European countries showed that the use of mobile devices positively affected academic performance, discipline, and interpersonal relationships among participants in the educational process. However, currently, practical research only generally concerns the issue of increasing foreign student involvement in the educational process. The purpose of the study is to experiment and obtain new data confirming the effectiveness of mobile technologies in increasing foreign student involvement in the educational process. The developed mobile technology-based course was introduced into the educational system of the university. The program included traditional and practical classes. The study confirms the effectiveness of mobile learning technology. A statistical data analysis showed positive dynamics in the indicators of the experimental group. The final data of the experimental group differed significantly from the initial ones: the average indicator of 2.9 (average involvement level) increased to 4 (+1.1). Based on the developed course using mobile learning, it is possible to create and practically implement new educational programs for universities.</span>
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Perifanou, Maria A. "My Personal Mobile Language Learning Environment." International Journal of Virtual and Personal Learning Environments 2, no. 4 (October 2011): 49–62. http://dx.doi.org/10.4018/jvple.2011100105.
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Mobile devices can motivate learners through moving language learning from predominantly classroom–based contexts into contexts that are free from time and space. The increasing development of new applications can offer valuable support to the language learning process and can provide a basis for a new self regulated and personal approach to learning. A key challenge for language teachers is to actively explore the potential of mobile technologies in their own learning so that they can support students in using them. The aim of this paper is first to describe the basic theoretical framework of Mobile Learning and Personal Learning Environments. Secondly, it intends to assist language teachers and learners in building their own Mobile Personal Learning Environment providing a useful classification of iPhone applications with a description and examples. The paper concludes with the proposal of ideas for practical, personal language learning scenarios, piloted in an Italian language learning context.
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Caballé, Santi, Fatos Xhafa, and Leonard Barolli. "Using Mobile Devices to Support Online Collaborative Learning." Mobile Information Systems 6, no. 1 (2010): 27–47. http://dx.doi.org/10.1155/2010/935169.
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Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.
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Abdalla, Wijdan Abdelgadir Abdelwahab, and Malladi Revathi Devi. "Mobile Technologies to Improve Graduate Students' Communication Abilities." International Journal of Arts and Humanities Studies 3, no. 2 (April 12, 2023): 01–08. http://dx.doi.org/10.32996/ijahs.2023.3.2.1.
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Every person has an ingrained desire to learn. Human beings have developed new approaches, methods, and tools for acquiring the language using their intellect and experiences from the prehistoric era to the modern, technologically advanced era. According to the Encyclopedia of Language Learning, since the dawn of human civilization, everyone has developed and learned in their immediate surroundings, which includes politics, economics, education, and technology. Such a setting molds and shapes human minds to act for development at every level and become motivated to accomplish goals. Through some transitional phases of English language learning, such as moving from the grammar-translation technique to more modern communicative language teaching and from computer-assisted language learning to mobile-assisted language learning, this human psychology of language learning can be realized. The subject of current education has emerged as a technology and innovation representative. The rapid advancement of technology has made it more important than ever for people to use it effectively in their daily lives. In this stage of evolution, users place a high value on finishing their tasks successfully, whether through social interaction, informational learning, or language acquisition. The rapid advancement of computer-assisted language learning and the abundance of software and web pages have led to the emergence of the acronym "MALL" (mobile-assisted language learning). A tool that is available anywhere, at any moment, has been required to access this software and websites. The fast advancement of mobile technology and the creation of ever-more-advanced features enabled mobile devices to begin aiding in and offering the resources for software and website accessibility at the same time. The laptop has taken the place of the desktop, which is now progressively being replaced by the use of a cutting-edge palm top. People can now study and acquire information thanks to technological advancements and inventions like Android smartphones, tablets, iPhones, and iPods. Any scholar who looks into determining its efficacy during the transition phase is alarmed by the context of such current, emerging issues in the study and teaching of languages. As a result, a lot of research is being done in the area of mobile technology to determine the value and efficacy of different portable devices in general and mobile-assisted language learning in particular.
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Smith, Philippa K., Lynn Grant, Clare Conway, and Vickel Narayan. "Mobile Devices and Mobile Learning: Shifting the Mindset of Teachers and Learners." International Journal of Mobile and Blended Learning 8, no. 4 (October 2016): 1–16. http://dx.doi.org/10.4018/ijmbl.2016100101.
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Incorporating new media technologies that enable mobile learning to be part of educational practice poses challenges to those used to teaching in a traditional classroom environment. In this article three lecturers and a learning advisor from a New Zealand university reflect on their experiences in the progressive redesign of a Bachelor of Arts degree paper. Students were tasked with using mobile devices to make short movies and incorporate digital platforms and social media as part of mobile learning. A design-based research approach assisted the lecturers to use the transition of the paper over a two-year period as a case study to demonstrate how a change in mindset and skill base was necessary for them as well as the students in adapting to a mobile learning environment. Findings from this research indicate that the students' ability to apply creative skills using mobile devices, plus the lecturers' willingness to embrace new formats, enhanced the learning and teaching experience. Finally, this article presents guidelines to assist other institutions wishing to update courses to incorporate mobile learning.
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Ordabayev, Ch, N. Aldashev, and A. Nabidullin. "PECULIARITIES OF MOBILE APPLICATION USAGE IN TEACHING ENGLISH FOR UNIVERSITY STUDENTS." BULLETIN Series of Philological Sciences 73, no. 3 (July 15, 2020): 364–68. http://dx.doi.org/10.51889/2020-3.1728-7804.57.
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Mobile technologies are increasingly being introduced into our lives, becoming ubiquitous, acquiring more and more advanced opportunities for social interaction and connection to the Internet. Technologies like these can have a big impact on the entire educational process. Learning will increasingly move away from the audience and enter the student's personal space, both real and virtual, and become more personal with elements of cooperation. Finding a new way of using mobile technologies to integrate them into learning as an extension of daily life will be considered a success. A fairly wide range and variety of existing mobile learning resources allow you to choose applications in accordance with the individual needs, interests and level of the student's language training. This article is dedicated to finding peculiarities of mobile application usage in teaching English for university students.
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SHYKUN, Alla. "MOBILITY AND LANGUAGE LEARNING: USING ONLINE PLATFORMS FOR LEARNING FOREIGN LANGUAGES." Human Studies Series of Pedagogy, no. 48 (July 7, 2023): 224–28. http://dx.doi.org/10.24919/2413-2039.16/48.33.
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Mobility can have a significant impact on language learning, as it exposes learners to new linguistic and cultural environments. Immersion is one of the most effective ways to learn a language. When learners are surrounded by a language they are trying to learn, they are forced to use it and to adapt to new ways of communication. Mobility provides opportunities for learners to immerse themselves in the language by traveling to a foreign country or living with a host family. Online platforms have become increasingly popular for learning English in recent years. There are several benefits to using online platforms for language learning, including convenience, flexibility, and the ability to connect with native speakers. One of the most significant advantages of online language learning is that it allows learners to study at their own pace and on their own schedule. This is particularly useful for those who have busy schedules or limited access to language schools or tutors. Online platforms also offer a wide range of resources and materials, including videos, interactive exercises, and practice tests, which can help learners improve their language skills quickly and efficiently. The way foreign languages are learned has changed with the help of mobile technology. the concept of mobile students (MLs) appeared. That is, these are students who use modern innovations in the field of mobile communication to learn the language. Mobile technologies have allowed the use of a modern form of foreign language learning such as an online platform. It is an educational environment that creates a kind of virtual world and provides many opportunities, including multimodal, mobile, and social (Jones and Hafner, 2012; Richards, 2015). The researches show that there are many advantages of using online platforms and mobile technologies in language learning and teaching. Moreover, mobile learners may come from different cultural and linguistic backgrounds, however, they use online language learning platforms equally successfully (Ho, 2018). The article examines the possibilities and advantages of learning foreign languages using online platforms.
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Dasic, Dejan, Miljan Vucetic, Nemanja Ilic, Milos Stankovic, and Marko Beko. "Application of deep learning algorithms and architectures in the new generation of mobile networks." Serbian Journal of Electrical Engineering 18, no. 3 (2021): 397–426. http://dx.doi.org/10.2298/sjee2103397d.
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Operators of modern mobile networks are faced with significant challenges in providing the requested level of service to an ever increasing number of user entities. Advanced machine learning techniques based on deep architectures and appropriate learning methods are recognized as promising ways of tackling the said challenges in many aspects of mobile networks, such as mobile data and mobility analysis, network control, network security and signal processing. Having firstly presented the background of deep learning and related technologies, the paper goes on to present the architectures used for deployment of deep learning in mobile networks. The paper continues with an overview of applications and services related to the new generation of mobile networks that employ deep learning methods. Finally, the paper presents practical use case of modulation classification as implementation of deep learning in an application essential for modern spectrum management. We complete this work by pinpointing future directions for research.
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Ye, Jibo. "Exploring Pathways for Mobile Interaction Technologies to Foster Innovation in Entrepreneurial Education Models." International Journal of Interactive Mobile Technologies (iJIM) 18, no. 10 (May 22, 2024): 19–33. http://dx.doi.org/10.3991/ijim.v18i10.49467.
Full textAbstract:
With the rapid advancement of information technology, mobile interaction technologies have emerged as a pivotal force driving educational innovation, especially in the realm of entrepreneurial education. These technologies have not only transformed the methods of acquiring and sharing knowledge but have also facilitated interaction and collaboration among learners. This investigation aims to explore how mobile interaction technologies can foster innovation in entrepreneurial education models. The focus is specifically placed on the construction of a mobile interaction-based collaborative learning team environment model oriented towards knowledge building as well as on identifying collaborative strategies that can effectively enhance entrepreneurial learning teams based on mobile localized influence networks. It has been discovered that optimizing mobile learning environments and collaborative strategies improves the quality of interaction and learning outcomes among teams, providing new pathways for entrepreneurial education. Existing research, however, lacks a comprehensive discussion on the deep integration of mobile interaction technologies with entrepreneurial education, especially in terms of systematic studies on team collaboration and the process of knowledge construction. Through theoretical exploration and empirical analysis, this manuscript aims to bridge the research gap, providing theoretical and practical support for innovation in entrepreneurial education models. This endeavor holds significant research value and practical implications.