Two previous literature review-based studies have provided important insights into mobile learning, but the issue still needs to be examined from other directions such as the distribution of research purposes. This study takes a meta-analysis approach to systematically reviewing the literature, thus providing a more comprehensive analysis and synthesis of 164 studies from 2003 to 2010. Major findings include that most studies of mobile learning focus on effectiveness, followed by mobile learning system design, and surveys and experiments were used as the primary research methods. Also, mobile phones and PDAs are currently the most widely used devices for mobile learning but these may be displaced by emerging technologies. In addition, the most highly-cited articles are found to focus on mobile learning system design, followed by system effectiveness. These findings may provide insights for researchers and educators into research trends in mobile learning.

Review of trends from mobile learning studies: A meta-analysis

New information and communication technologies (ICTs) provide educators and learners with an innovative learning environment to stimulate and enhance the teaching and learning process In this context, novel educational concepts such as blended learning are being developed In the present paper, we present the results obtained from a blended learning experience carried out at the University of Granada A total of 17 groups took part, with 1431 students registered for the 2009-2010 academic year In this study, we use objective outcomes and the students' perceptions regarding the blended learning activities performed The study shows that the use of blended learning has a positive effect in reducing dropout rates and in improving exam marks Moreover, the students' perceptions on blended learning are interrelated, with their final marks depending on the blended learning activities, and on the students' age, background and class attendance rate

Blended learning in higher education: Students' perceptions and their relation to outcomes

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

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A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types.

This review examined articles on mobile apps for science learning published from 2007 to 2014. A qualitative content analysis was used to investigate the science mobile app research for its mobile app design, underlying theoretical foundations, and students' measured outcomes. This review found that mobile apps for science learning offered a number of similar design features, including technology-based scaffolding, location-aware functionality, visual/audio representations, digital knowledge-construction tools, digital knowledge-sharing mechanisms, and differentiated roles. Many of the studies cited a specific theoretical foundation, predominantly situated learning theory, and applied this to the design of the mobile learning environment. The most common measured outcome was students' basic scientific knowledge or conceptual understanding. A number of recommendations came out of this review. Future studies need to make use of newer, available technologies; isolate the testing of specific app features; and develop additional strategies around using mobile apps for collaboration. Researchers need to make more explicit connections between the instructional principles and the design features of their mobile learning environment in order to better integrate theory with practice. In addition, this review noted that stronger alignment is needed between the underlying theories and measured outcomes, and more studies are needed to assess students' higher-level cognitive outcomes, cognitive load, and skill-based outcomes such as problem solving. Finally, more research is needed on how science mobile apps can be used with more varied science topics and diverse audiences.

Mobile apps for science learning: Review of research

Since the mid 1990s, larger student enrollments and more diverse student populations have resulted in a greater emphasis on enhancing students' learning experiences in higher education. The approaches used for teaching and learning have been shown to both directly impact and substantially enhance students' learning experiences. Blended learning, which is usually viewed as a combination of face-to-face and online delivery methods, can influence students' perceptions of the learning environment and, subsequently, their study experiences, learning outcomes, and ultimate academic achievement. In this paper, the author has reported on a case study regarding the use of blended learning as a delivery method at Nottingham Trent University in the United Kingdom. The author aimed to examine the benefits that blended learning provides to students' learning experiences. The discussion in this paper has focused on lessons learned from academics in developing blended learning, and has reported students' perceptions of the blended learning environment. The data collected for this study included interviews with academics and responses from students to a questionnaire survey. The research findings formed the basis of recommendations for the development of learning and teaching practices and approaches that will enhance students' learning experiences.

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Blended Learning: An Institutional Approach for Enhancing Students' Learning Experiences

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded instructor lectures, which only reinforces the negative effects of passive nonparticipatory learning. At Shanghai Jiaotong University, researchers and developers actively seek technologic interventions that can greatly increase

/pdf/the-impact-of-mobile-learning-on-students-learning-1esog0b3h3.pdf

The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom

Chinese classrooms, whether on school grounds or online, have long suffered from a lack of interactivity. Many online classes simply provide recorded lectures to which students listen after downloading. This format only reinforces the negative effects of passive non-participatory learning. At the e-Learning Lab of Shanghai Jiaotong University researchers and developers actively seek technologic interventions that can greatly increase interactivity in blended classes. They developed a cutting-edge mobile learning system that can deliver live broadcast of real-time classroom teaching to online students with mobile devices. Their system allows students to customise means of content-reception, based on when and where the students are tuning in to the broadcast. The system also supports short text messaging and instant polls. Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately. Here we describe this system in detail, and also report results from a test implementation of the system with a blended classroom of 1000 students (250 campus and 750 online). [ABSTRACT FROM AUTHOR]

Increasing interactivity in blended classrooms through a cutting-edge mobile learning system

Chinese classrooms have long suffered from a lack of interactivity Many online classes simply provide recorded instructor lectures for students to listen to This format only reinforces the negative effects of passive non-participatory learning At a major university in Shanghai, researchers and developers actively seek technologic interventions that can greatly increase interactivity in online classes They developed a cutting-edge mobile learning system that can deliver live broadcast of real-time classroom teaching to online students with mobile devices This system allows students to customize means of content-reception The system also supports short text-messaging and instant polls Through these venues, students can ask questions and make suggestions in real time, and the instructor can address them immediately This paper describes this system in detail, and also reports results from a test implementation of the system with a blended classroom of 1000 students (250 campus and 750 online)

Building Learning Communities in Blended Classrooms Through an Innovative mLearning System

Chinese classrooms havelongsuffered fromalack ofinteractivity. Manyonline classes simply provide recorded instructor lectures forstudents tolisten to.Thisformat only reinforces thenegative effects ofpassive non-participatory learning. Atamajor university inShanghai, researchers and developers actively seektechnologic interventions that can greatly increase interactivity inonline classes. They developed acutting-edge mobile learning system that can deliver live broadcast ofreal-time classroom teaching to online students withmobile devices. Thissystem allows students tocustomize meansofcontent-reception.. The system also supports short text-messaging andinstant polls. Through these venues, students canaskquestions andmake suggestions inreal time, andtheinstructor canaddress them immediately. Thispaper describes this system indetail, and also reports results fromatest implementation ofthesystem withablended classroom of1000students (250 campus and 750online).

http://ieeexplore.ieee.org/iel5/4373911/4373912/04373944.pdf

Building Learning Communities inBlended Classrooms Throughan Innovative mLearning System

The concept of "student-centered" teaching has become prevalent in China's teaching reform in recent years, which requires students to actively participate in classroom learning, enhance their motivation and find enjoyment in learning, which requires changing the traditional teaching model from "lecture-based" to "learning-based". This requires changing the traditional teaching model from "lecture-based" to "learning-based". In this paper, we explore how to use MOOC resources for flipped classroom teaching in the course of International Trade Practice, conduct a teaching reform experiment among 335 students in the 19th grade of International Economics and Trade at Guangdong Institute of Science and Technology, and compare the performance of 354 students in the 18th grade who were taught by traditional teaching model. To further determine the factors that improve the teaching effect under MOOC+flipped classroom mode, a questionnaire survey was conducted among 335 students in Grade 19, and 324 valid responses were collected. Factor analysis was conducted using SPSS, and it was concluded that learning attitudes and abilities, resource settings, realization paths, and cognitive levels all had significant positive effects on teaching effectiveness under the new teaching model. Thus, the teaching mode of "MOOC+Flipped Classroom" can be promoted and used in other courses, which is beneficial to the improvement of teaching effectiveness.

Xiaoyan Pan

Papers

The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom

Increasing interactivity in blended classrooms through a cutting-edge mobile learning system

Building Learning Communities in Blended Classrooms Through an Innovative mLearning System

Building Learning Communities inBlended Classrooms Throughan Innovative mLearning System

The use of MOOC in the innovation of Flipped Class Model teaching in the course of "International Trade Practice"