In the 21st century, the information and communication technology explosion increases the uses of digital devices for many purposes in the world of work and in formal and non-formal education. This...

https://journals.sagepub.com/doi/pdf/10.1177/2042753018785180

E-learning, M-learning and D-learning: Conceptual definition and comparative analysis:

This article analyzes the digital native-digital immigrant dichotomy based on the results of a small-scale study conducted at the University of Toronto, Faculty of Dentistry, regarding students' and faculty members' perceptions toward the implementation of digital learning technologies in the curriculum. The first element chosen for measurement was user perception of the impact on learning of basic software such as email, web browsers, online e-texts as well as hardware devices such as personal computers, laptops and MP3 players. In addition, the study also evaluated Blackboard, the learning management system of choice introduced by the parent university in the academic year 2006-2007. The results of this study suggest that there exists a slight inter-generational difference at the Faculty in the perceived usefulness and importance of digital technologies for learning and teaching, but that this difference is minimal, with no universal applicability. The study concludes that the digital native-digital immigrant duality is a complex phenomenon which cannot always be described in these extreme terms.

Student and faculty inter-generational digital divide: Fact or fiction?

This paper reports a project working to improve distance education in Bangladesh by means of a low-cost, large-scale interactive learning environment using video, mobile phones, SMS-based tools administered in a learning management system, and innovative pedagogy based on the student-centered learning model. The paper addresses the question of how to use existing mobile telephony technical infrastructure to create interactive learning environments which can reach a majority of the population, be able to include thousands of students, and be sustainable from a resource perspective. This question includes challenges relating to pedagogy and teaching methods, technical tools for learning and communication, and institutional arrangements. The paper addresses these challenges by the illustrative case of the Bangladesh Virtual Interactive Classroom testing the tools and ideas in course at Bangladesh Open University. We find that our tools are feasible and usable but also that sustainability requires meeting organizational and social challenges.

A mobile e-learning environment for developing countries: the Bangladesh Virtual Interactive Classroom

This qualitative study describes the results of a phenomenographic analysis of teachers' conceptions of mobile learning. Fifteen senior high school (Grades 1012) teachers from five schools in northern Taiwan involved in a national mobile learning program participated in this study. Data were collected through semi-structured interviews. Through data analysis, six qualitatively different conceptions of mobile learning were obtained: 1) meeting students' preferences, 2) conducting classes with efficiency, 3) invigorating and enhancing learning, 4) parting from traditional teaching, 5) focusing on student ownership, and 6) extending learning beyond school. The conception categories form a hierarchy and show a trajectory moving from teacher-/content-oriented to learner-/learning-oriented conceptions. In addition, technology was almost invisible in the more sophisticated conceptions. Finally, juxtaposing the conception categories with the replacement, amplification, and transformation framework revealed that teachers central ideas regarding mobile learning fell within the amplification category, suggesting the use of technology mainly to increase efficiency and productivity. It is concluded that for mobile devices to exert transformative power on learning, it might be necessary to cultivate the more sophisticated conceptions of mobile learning among teachers. High school teachers' conceptions of mobile learning were explored.Analysis yielded six qualitatively different categories of mobile learning.Results suggested a teacher-oriented to learner-oriented trajectory.Technology became invisible in sophisticated conceptions.Most teachers' conceptions suggested use of technology to amplify current practice.

Taiwanese high school teachers' conceptions of mobile learning

There has been an enormous increase in the use of mobile learning (m-learning) systems in many fields due to the tremendous advancement in information and communication technologies. Although, there are many frameworks that have been developed for identifying and categorising the different components of m-learning systems, most of them have some limitations, drawbacks, and no support for quantitative assessment for the success factors (global weights) of the system criteria. In this paper, a new scalable hierarchal framework is developed, which identifies and categorises all components that may affect the development and deployments of cost-effective m-learning. Furthermore, due to the hierarchal structure of the framework, any of the analytic hierarchy process techniques can be used to quantitatively estimate the success factors of the system criteria. In order to demonstrate the benefits and flexibility of the new framework, we develop an interactive software tool for computing success factors of the different system criteria. The tool is referred to as SFacts, and it is used to compute success factors for different sets of preferences.

http://uop.edu.jo/download/research/members/221_2210_ghas.pdf

A scalable framework to quantitatively evaluate success factors of mobile learning systems

espanolEste articulo ofrece un informe sobre los retos actuales que supone para el sector profesional la adaptacion a los dispositivos moviles. El informe aborda la funcion que desempenan los dispositivos moviles en el medio laboral y describe los desafios relacionados con la compatibilidad, la seguridad y la formacion. Asimismo, proporciona una revision exhaustiva del “paisaje movil” y analiza las buenas practicas actuales del aprendizaje movil o m-learning. EnglishThis paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.

Christina Meiers

Papers

From E-learning to M-learning