Mobile learning
N. Saeid; A. Jadidi mohammadabadi
Abstract
Background and Objectives:Today, traditional and old methods of teaching and learning are losing their effectiveness with the advent of new technologies and methods. Learners need to find new ways to transfer knowledge and enhance learning to keep up with the ever-changing environments around them. The ...
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Background and Objectives:Today, traditional and old methods of teaching and learning are losing their effectiveness with the advent of new technologies and methods. Learners need to find new ways to transfer knowledge and enhance learning to keep up with the ever-changing environments around them. The aim of this study was to determine the effect of mobile education on students' learning, concentration and academic satisfaction.
Methods:The present study is applied in terms of purpose and quasi-experimental in terms of method with pre-test- post-test control group. The statistical population includes 56 medical students of Kerman Azad University who were examined through a test in relation to the relevant course content and concentration and among those with lower scores, 44 students were selected. Then, they were randomly divided into two groups of control (n=22) and experimental (n=22). The two groups were also homogenized as much as possible in terms of semester, age, and level of learning and concentration. The educational materials prepared by the experts were weekly sent to the students via whatsApp and short message service (SMS). In this way, an educational video about the mentioned lesson, including theoretical and practical cases, was sent to students in 8 sessions through WhatsApp, and in session 8, students’ problems were questioned and answers were provided through WhatsApp and SMS service. The research instrument included a learning questionnaire in which 35 questions related to the curriculum were prepared and its validity was confirmed by the instructor. Savari and Oraki Concentration Skills Questionnaire (2015) which consists of 13 items and two factors, namely voluntary concentration and involuntary concentration was used. The voluntary concentration subscale consists of 8 items and the non-voluntary concentration subscale consists of 5 items. In order to determine the reliability of the above-mentioned questionnaire, Cronbach's alpha method was used and it was found to be 0.74 for the whole scale and 0.72 for the subscale of voluntary concentration skills and 0.70 for involuntary concentration skills. Moreover, the validity of the aforementioned questionnaire was examined and confirmed using Factor Analysis. The content and face validity of a researcher-made academic satisfaction questionnaire consisting of 11 items was confirmed by the opinion of 10 professors, and its reliability of 0.85 was determined by Cronbach's alpha and 0.82 by retest method. Data collection was performed in two stages before the teaching began and after the termination of teaching the entire content. The experimental group received training in 8 sessions of 2 hours. Descriptive and inferential statistics in the form of tables and figures as well as MANOVA, Analysis of Covariance-Levene’s test and Kolmogorov-Smirnov test were used to analyze the data.
Findings: The results showed that mobile learning has a significant effect on an effect on students' learning, concentration skills and academic satisfaction. This means that mobile learning can increase students' learning, concentration skills and academic satisfaction.
Conclusions: Based on the findings, mobile learning due to its availability, portability and easy access to the content at any time can be a good way to teach different educational topics to students. Mobile learning also allows people to access learning content anytime anywhere. Individuals can also have access to valuable educational materials that enhance their learning quality and academic satisfaction. Due to the high flexibility of this type of education, students can learn according to their circumstances and based on their mental readiness which, in turn, prevents distraction and reduces interfering factors in concentration.
Mobile learning
M.S. Ghoraishi khorasgani
Abstract
role in COVID-19 crisis is mobile learning. Mobile learning has emerged as a powerful tool in teaching and learning which is considered as one of the beneficial and practical solutions to prevent the closure of the universities. Despite the significance of mobile learning as a tool that has changed the ...
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role in COVID-19 crisis is mobile learning. Mobile learning has emerged as a powerful tool in teaching and learning which is considered as one of the beneficial and practical solutions to prevent the closure of the universities. Despite the significance of mobile learning as a tool that has changed the learning strategies by helping the learners to manage their learning with a flexible approach and to provide new horizons in the field of education system, it has its own challenges. Therefore, identifying these challenges can help provide solutions and make the most of technology in the teaching-learning process. Accordingly, the present study has identified the challenges of mobile learning from the perspective of students.Methods: The present study is applied in terms of purpose and phenomenological in terms of qualitative approach. The target population were undergraduate, graduate and doctoral students of Al-Zahra University who had some experiences in using cell phones for e-learning. Accordingly, after utilizing purposive sampling, 32 students were interviewed until the theoretical saturation was reached. To analyze the interviews, the Colaizzi content analysis method was used. To validate the data, peer review method was applied and the reliability was checked through using the two-coder agreement which was equal to 86 between two codes.Findings: The findings showed that out of 315 extracted codes, 68 codes were dedicated to physical challenges, 35 codes to psychological challenges, 31 codes to quality learning challenges, 63 codes to hardware challenges, 52 codes to infrastructure challenges, 39 codes to skill challenges, and 27 codes to supportive challenges. Physical challenges include: headache and dizziness, extreme eye fatigue, exacerbation of neurological diseases and sleep disturbance. Psychological challenges include: stress and anxiety, depression and hopelessness, and lack of concentration and distraction. Hardware challenges include: keyboard problems, battery and charging problems, microphone and audio problems, file download problems, IC problems, and low mobile memory problems. Infrastructure challenges include: poor internet and facilities and equipment. Skills challenges include individual skills. Learning quality challenges include: quality of teaching and research. Supportive challenges included: organizational support, family support, and faculty support.distributional injustices, and that many students in disadvantaged areas have encountered serious challenges in attending virtual classes and conducting educational and research work. Since for most students using a mobile phone is the only option for attending virtual classes, it is recommended to eliminate or reduce physical challenges through scheduling classes at regular intervals, using brightly colored slides, combining text, videos, and using a combination of online and offline techniques. To meet the infrastructure challenges, it is recommended to use free high-speed Internet and also to purchase or rent powerful servers to provide e-learning services. University funding and the purchase of appropriate facilities including computers and mobile phones can help address many of the hardware challenges. To address skill challenges, training skills in working with educational software and academic messengers and holding various introductory and advanced workshops are essential for students. Moreover, to address supportive challenges, it is suggested that the universities seek financial resources from various organizations and charitable support and allocation of appropriate budget; after identifying low-income and underprivileged students, low-interest loans or grants should be allocated to these students for buying computers and mobile phones and by providing underprivileged students with free loans the supportive challenges can be overcome more than before. Also, instructors should understand the students' conditions by identifying the mentioned students in their classes and deal with them with more flexibility and educational aids. The families’ understanding of the educational conditions and providing a convenient environment and facilities to the best of their abilies can minimize psychological challenges to the least. Despite the fact that paying attention to infrastructure and hardware challenges as a prerequisite for the quality of learning is crucial, to meet the challenges of quality learning, solutions such as allocating useful activities to increase students' learning, doing teamwork with a fair division of tasks to avoid the pressure of work on students, appropriate and timely feedback from instructors, and a variety of written and oral assignments are highly recommended. Finally, it can be noted that by overcoming these challenges, the psychological challenges of stress and frustration in students will also be alleviated.
Mobile learning
Z. Allahi; F. Barzegar; A.N. Alisoofi; A. Mollazehi
Abstract
Background and Objectives: Self-control has been conceptualized in a number of ways but generally refers to the active regulation of one’s thoughts, feelings, and behavior. Theoretical and empirical work indicates that the ability to effective self-control has important and wide-ranging implications ...
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Background and Objectives: Self-control has been conceptualized in a number of ways but generally refers to the active regulation of one’s thoughts, feelings, and behavior. Theoretical and empirical work indicates that the ability to effective self-control has important and wide-ranging implications such as enacting positive behaviors that are conducive to longer-term goal attainment and inhibiting negative behaviors that undermine longer-term goal attainment. The study aimed to determine the effectiveness of self-control skills training on reducing problematic mobile phone use among male students of Farhangian University. Methods:The method of the study was quasi-experimental with pre-test and post-test design. The population of the study consisted of all female students of Farhangian University of Sistan and Baluchestan province. The sample consisted of 60 individuals (30 in experimental group and 30 in control group) who had problematic mobile phone use and volunteered to participate in the experiment. The data gathering instrument was Genaro et al. scale of Cell-Phone Over-Use Scale (COS). This scale has no components. It has 21 questions on a 6-point Likert scale (never to forever). The sum of the scores of 21 questions determines the overall score of problematic mobile phone use. To implement the experimental design, first the Cell-Phone Over-Use Scale was implemented and after identifying the students who used Cell-Phone Over-Use, they participated in self-control skills training workshops. Findings: The results of the study showed that training self-control strategies on the problematic mobile phone use has a negative and significant effect on male students of Farhangian University of Zahedan. Also, there is a significant difference between the pre-test and the post-test for problematic mobile phone use in the follow-up group via the virtual network and the non-follow-up group via virtual network. Conclusion: It can be concluded that the training of self-control strategies and follow-up through the virtual group for students at the University of Farhangian will help to reduce problematic mobile phone use and move towards the general use of mobile phone. The results also showed that pursuing self-control skills training through virtual networks makes the effects of these trainings affect the behavior of mobile phone use for a longer period of time. Due to the fact that Cell-Phone Over-Use can affect the educational and learning activities of university students, it is recommended to university officials, educational and research planners to teach self-control skills and follow this Consider consecutive instruction in short-term university curricula.One of the most important limitations of this study was the tendency of students to pretend at the initial diagnosis through a questionnaire that they do not Cell-Phone Over-Use. The results of this research are useful and practical for university research and educational experts, university professors and students and all university educational planners.
Mobile learning
S. Mosa Ramezani; E. Zaraii Zavaraki; M.R. Nili; A. Delavar; M. Farajollahi
Abstract
Background and Objective:Mobile learning is a subset of e-learning and focuses on the use of portable learning tools. This method of learning allows learning regardless of time and place. In learning, students are able to learn from a variety of sources around the world. This enrichment leads to effective ...
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Background and Objective:Mobile learning is a subset of e-learning and focuses on the use of portable learning tools. This method of learning allows learning regardless of time and place. In learning, students are able to learn from a variety of sources around the world. This enrichment leads to effective and meaningful learning. In addition, learners in this environment can change their learning environment and use a variety of learning experiences. The role of social (communication) and managerial processes (teaching and classroom skills) is also important in this regard. The purpose of this research is Impact use of education model based on mobile learning environments on Social peresence and teaching peresence for Smart schools students in mathematical lesson. Methods: in this research goal, a mixed methods research was used. In this research we used quasi-experimental with pre-test and post-test design with control group. Research statistical population included all girl students studying in Tehran Smart schools. In order to select the sample size using multi-stage cluster sampling method from among smart schools in Tehran, one school was selected and finally 15 people were in the experimental group and 15 people in the control group. Multivariate analysis of covariance was used to test the first and second hypotheses of the study. Findings: The results showed that the application of this model was effective on all dimensions of social presence and teaching presence in the experimental group compared to the control group (in the post-test). Conclusion:. The present study was conducted to investigate the effect of the application of mobile learning model based on social presence and attendance of smart school learners in mathematics. The results of the analysis of research data indicate that the application of mobile learning model has a positive effect on social presence and the presence of smart school students teaching in mathematics. Students in the mobile learning management system scored higher than the other group trained in the traditional environment. This indicates the effectiveness of the environment designed for mobile learning in terms of social presence and teaching.
Mobile learning
M. Dehghani; S. Rahimi; O. Amrollah
Abstract
In M-learning, learning takes place in natural environments and educational messages are transmitted electronically. Hence, the purpose of this study was investigating the level of application and usefulness of mobile learning (devices and applications) among university students. It is a descriptive ...
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In M-learning, learning takes place in natural environments and educational messages are transmitted electronically. Hence, the purpose of this study was investigating the level of application and usefulness of mobile learning (devices and applications) among university students. It is a descriptive quantitative study. The population included graduate students of Educational Sciences, Mechanical Engineering and Architecture of University of Tehran; and Hygiene of Iran University. 268 students were selected by stratified random sampling. Data were gathered by a valid and reliable researcher-made questionnaire with 21 items. The data were analyzed through descriptive statistics and one sample t-test, Anova and Scheffe test. The results of data analysis showed that familiarity, application and utility of the tools and applications of mobile learning are slightly lower than the mean among students. Students’ familiarity and application of mobile learning were found to be significantly different. The greatest difference was found to be between students of educational sciences and architecture. No significant difference was found between the students considering the efficacy of mobile learning. It can be concluded that university students of different majors use mobile learning (devices and applications) differently based on their field of study.
Mobile learning
M. Rezai Rad; Gh. Bakhtiyar
Abstract
Abstract: Present study with the purpose of reviewing psychological aspects of adding mobile learning to traditional method of teaching in higher education, was performed quasi-experimental. Statistical population were Islamic Azad University students, Sari branch, who enter university 2012, selected ...
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Abstract: Present study with the purpose of reviewing psychological aspects of adding mobile learning to traditional method of teaching in higher education, was performed quasi-experimental. Statistical population were Islamic Azad University students, Sari branch, who enter university 2012, selected English and Arabic courses which according to cluster random sampling method, sample size of 75 students were placed in two classes for Arabic course in experiment group (39 students) and control group (36 students) as well as sample size of 40 students were placed in two classes for English course in experiment group (20 students) and control group (20 students). Study tools are Hermens achievement motivation test, Rajkumar Saraswat self-concept questionnaire and Eysenk self confidence test. In order to assess study hypothesis, covariance analysis test was used. Results showed that average scores in experiment group showed higher level than control group and also adding mobile learning to traditional method of teaching affects on increasing achievement motivation, self concept and students self confidence in English and Arabic courses.
Mobile learning
M. Ayati; H. Sarani
Abstract
: Considering that the teacher is important and the most important factor in the development of an effective qualitative education system, the present research has assessed methods of elementary school teacher’s selection. In this research, the quantitative and qualitative methods of study have ...
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: Considering that the teacher is important and the most important factor in the development of an effective qualitative education system, the present research has assessed methods of elementary school teacher’s selection. In this research, the quantitative and qualitative methods of study have been utilized. The statistical population of this research includes the principals of elementary schools, experts, and teachers of teacher training center of Qom in the educational year of 2008-2009. In order to select the principals, classified sampling method was used in congruency with the size and purposeful sampling method was used to determine the experts' sample. In this regard 162 principals', 20 experts and members of the faculty's view analyzed who had a great research background. The validity of the questionnaire and the interview has been confirmed by some of the professors and PhD and M.A students. The reliability of the questionnaire has been estimated as 0.91, using Cronbach alpha. In order to analyze the results descriptively and analytically, the SPSS software was used; and the interview analysis was done through the categorization method. The results show that the subject's physical, emotional and scientific capabilities, improvement of the teacher's selection, using native forces must be taken into consideration. In this regard, using the experience of developed countries (paying attention to cultural differences) in teacher selection programs were underlined to make the reviewing, amending and developing possible. Finally, some recommendations were suggested to improve the selection of the elementary teachers.
Mobile learning
M. Ahmadi; M.E. Shiri Ahmad Abadi; R. Asgari Moghadam
Abstract
One of the models that presented in M-learning quality system field is TRA model, which focused on detecting effective factors on mobile learning system at Amirkabir University. We made questionnaire based on Students’ Behavioral parameters against mobile learning which distributed. According to ...
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One of the models that presented in M-learning quality system field is TRA model, which focused on detecting effective factors on mobile learning system at Amirkabir University. We made questionnaire based on Students’ Behavioral parameters against mobile learning which distributed. According to those results, we found a meaningful and direct relation with purpose of mobile learning at this University and each of three effective factors on this model. Therefore, the most factors which effect on functions of mobile learning purposes are supposing mobile learning, tendency to mobile learning and behavioral control. Among these effective variables based on TRA model, supposing and awareness of learner are the most important one.
Mobile learning
H. Khotanlo; E. Batmanghelichi
Abstract
This research strives to investigate mobile learning among applicants of university entrance exam and also with motivation presenting a new framework for acceptance of mobile learning. In this study، definitions of mobile teaching، models used in this research (innovation diffusion theory models، ...
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This research strives to investigate mobile learning among applicants of university entrance exam and also with motivation presenting a new framework for acceptance of mobile learning. In this study، definitions of mobile teaching، models used in this research (innovation diffusion theory models، Debone& McLean’s model، technology acceptance model and Dahlberg-Öörni fusion model ). The participants in this study are three schools that have 190 volunteers for entrance to college. The instrument used، was a questionnaire، and in order to examine the reliability of the questionnaire، Cranach’s Alpha and for investigating the relations between variables Pearson correlation and simple regression has been used. The study found that the research framework is confirmed with skilled mobile phone use، perceived ease of use، perceived usefulness، user satisfaction، and acceptance of mobile learning.
