m‐Learning: An experiment in using SMS to support learning new English language words

doi:10.1111/J.1467-8535.2007.00801.X

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m‐Learning: An experiment in using SMS to support learning new English language words

Journal Article•DOI•

m‐Learning: An experiment in using SMS to support learning new English language words

Nadire Cavus¹, Dogan Ibrahim¹•Institutions (1)

Near East University¹

01 Jan 2009-British Journal of Educational Technology (John Wiley & Sons, Ltd)-Vol. 40, Iss: 1, pp 78-91

TL;DR: The results show that students enjoyed and learned new words with the help of their mobile phones and believe that using the MOLT system as an educational tool will contribute to the success of students.

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Abstract: 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 revolutionising education and transforming the traditional classroom-based learning and teaching into anytime and anywhere education.Thispaperinvestigatestheuseof wirelesstechnologiesineducation with particular reference to the potential of learning new technical English language words using Short Message Service (SMS) text messaging. The system,developedbytheauthors,calledmobilelearningtool(MOLT),hasbeen tested with 45 1st-year undergraduate students. The knowledge of students before and after the experiment has been measured. Our results show that students enjoyed and learned new words with the help of their mobile phones. We believe that using the MOLT system as an educational tool will contribute to the success of students.

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Journal Article•DOI•

Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media

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Joanne Gikas¹, Michael M. Grant¹•Institutions (1)

University of Memphis¹

01 Oct 2013-Internet and Higher Education

TL;DR: A portion of the findings on students' perceptions of learning with mobile computing devices and the roles social media played are presented.

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Abstract: The purpose of this research was to explore teaching and learning when mobile computing devices, such as cellphones and smartphones, were implemented in higher education. This paper presents a portion of the findings on students' perceptions of learning with mobile computing devices and the roles social media played. This qualitative research study focused on students from three universities across the US. The students' teachers had been integrating mobile computing devices, such as cellphones and smartphones, into their courses for at least two semesters. Data were collected through student focus group interviews. Two specific themes emerged from the interview data: (a) advantages of mobile computing devices for student learning and (b) frustrations from learning with mobile computing devices. Mobile computing devices and the use of social media created opportunities for interaction, provided opportunities for collaboration, as well as allowed students to engage in content creation and communication using social media and Web 2.0 tools with the assistance of constant connectivity.

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1,196 citations

Cites background from "m‐Learning: An experiment in using ..."

...…can provide educational opportunities for students to access course content, as well as interact with instructors and student colleagues wherever they are located (Cavus & Ibrahim, 2008, 2009; Kukulska-Hulme & Shield, 2008; Nihalani & Mayrath, 2010; Richardson & Lenarcic, 2008; Shih & Mills, 2007)....
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Journal Article•DOI•

Factors Influencing Students’ Acceptance of M-Learning: An Investigation in Higher Education

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Ahmad Abu-Al-Aish¹, Steve Love¹•Institutions (1)

Brunel University London¹

10 Dec 2013-The International Review of Research in Open and Distributed Learning

TL;DR: In this article, a structural equation model was used to analyse the data collected from 174 participants and the results indicated that performance expectancy, effort expectancy, influence of lecturers, quality of service, and personal innovativeness were all significant factors that affect behavioural intention to use m-learning.

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Abstract: M-learning will play an increasingly significant role in the development of teaching and learning methods for higher education. However, the successful implementation of m-learning in higher education will be based on users’ acceptance of this technology. Thus, the purpose of this paper is to study the factors that affect university students’ intentions to accept m-learning. Based on the unified theory of acceptance and use of technology (UTAUT) (Venkatesh et al., 2003), this study proposes a model to identify the factors that influence the acceptance of m-learning in higher education and to investigate if prior experience of mobile devices affects the acceptance of m-learning. A structural equation model was used to analyse the data collected from 174 participants. The results indicate that performance expectancy, effort expectancy, influence of lecturers, quality of service, and personal innovativeness were all significant factors that affect behavioural intention to use m-learning. Prior experience of mobile devices was also found to moderate the effect of these constructs on behavioural intention. The results of this research extend the UTAUT in the context of m-learning acceptance by adding quality of service and personal innovativeness to the structure of UTAUT and provide practitioners and educators with useful guidelines for designing a successful m-learning system.

...read moreread less

288 citations

Cites background from "m‐Learning: An experiment in using ..."

...Cavus and Ibrahim (2009) investigated the ability of learning new English language words using short message service (SMS)....
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Journal Article•DOI•

Using mobile learning to increase environmental awareness

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Huseyin Uzunboylu¹, Nadire Cavus¹, Erinc Ercag¹•Institutions (1)

Near East University¹

01 Feb 2009-Computer Education

TL;DR: This study investigated the use of integrating use of mobile technologies, data services, and multimedia messaging systems to increase students' use ofMobile technologies and to develop environmental awareness.

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Abstract: Mobile learning or m-learning, a relatively new concept, has attracted the interest of educators, researchers, and companies developing learning systems and instructional materials. This study investigated the use of integrating use of mobile technologies, data services, and multimedia messaging systems to increase students' use of mobile technologies and to develop environmental awareness. Data was collected using ''usefulness of mobile learning systems'' questionnaire from a sample consisting of 20 male and 21 female undergraduates enrolled in computer education and instructional technologies classes at the Near East University in North Cyprus. Students voluntarily participated in a six-week program using mobile telephones to transmit photographs of local environmental blights and to exchange pictures and observations. Participants learned ways to maintain clean environments and increased their awareness of environmental concerns. Responses on questionnaire differed significantly based upon gender and grade.

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267 citations

Journal Article•DOI•

Basic elements and characteristics of mobile learning

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Fezile Ozdamli¹, Nadire Cavus¹•Institutions (1)

Near East University¹

01 Jan 2011-Procedia - Social and Behavioral Sciences

TL;DR: The basic elements and characteristic of mobile learning according to new trends in developing technology are described to better understand the underlying motivations that lead academics to adopting mobile learning elements and characteristics.

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260 citations

Cites background from "m‐Learning: An experiment in using ..."

...(ii)Portable size of mobile tools: Mobile learning tools are small and portable (Quinn, 2000; Ahonen et al., 2004; Cavus & Ibrahim, 2009)....
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...Wireless technologies such as laptop computers, palmtop computers, and mobile phones are revolutionising education and transforming the traditional classroom based learning and teaching into anytime and anywhere education (Cavus & Ibrahim, 2009)....
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...(vii)Instant information: Using a mobile tool is all about immediacy (Eteokleous & Ktoridou, 2009; Cavus & Ibrahim, 2009)....
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Journal Article•

A Comparison of Undergraduate Students' English Vocabulary Learning: Using Mobile Phones and Flash Cards.

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Emrah Baki Basoglu, Omur Akdemir

01 Jul 2010-Turkish Online Journal of Educational Technology

TL;DR: Results indicated that using mobile phones as a vocabulary learning tool is more effective than one of the traditional vocabulary learning tools.

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Abstract: Knowing a foreign language has become crucial to reach information. Learning vocabulary is the fundamental step to learn a foreign language. New devices are invented everyday to fulfill the needs of citizens of the twentyfirst century. Increased use of mobile phones has made them popular for not only communication, but also entertainment and learning purposes. Mobile phones have provided remarkable advantages in learning process. They provide opportunity for learning to occur outside the classroom walls in anytime and anyplace. The effects of using vocabulary learning programs in mobile phones on students’ English vocabulary learning are investigated using the mixed-method research design with sixty students studying in the Undergraduate Compulsory Preparatory Program of a public university located in the Black Sea region of Turkey. Results indicated that using mobile phones as a vocabulary learning tool is more effective than one of the traditional vocabulary learning tools.

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238 citations

Cites background from "m‐Learning: An experiment in using ..."

...Cavus and Ibrahim (2009) also found out that as a mobile learning tool to learn English vocabulary using Short Message Service text messaging, students expressed positive attitudes to their learning....
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...In a similar study, Cavus and İbrahim (2009) used a mobile learning tool to investigate the use of wireless technologies in learning English vocabulary using Short Message Service (SMS) text messaging....
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References

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Open Access

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Ernst von Glasersfeld¹•Institutions (1)

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Abstract: The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking organism’s cognitive isolation from ‘reality’. This orientation was proposed by Vico at the beginning of the 18th century, disregarded for two hundred years, and then propounded independently by Piaget as a developmentaly grounded constructivist epistemology. The paper focuses specifically on the adaptive function of cognition, Piaget’s scheme theory, the process of communication, and the subjective perspective on social interaction. In the concluding section it then suggests some of the consequences the shift of epistemological presuppositions might have for the practice of teaching.

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1,097 citations

"m‐Learning: An experiment in using ..." refers background in this paper

...According to Von Glasersfeld (1989), sustaining motivation to learn is strongly dependent on the learner’s confidence in his or her potential for learning....
[...]
...Although many educationalists in the field see great potential for the use of mobile devices in m-learning, there are currently very few successful implementations to consider as the best practice. m-Learning is implemented on palmtop computers or mobile phones....
[...]

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"m‐Learning: An experiment in using ..." refers background in this paper

...Dunn and Dunn (1993) have found that the optimal time to learn is during the daytime (30% during the morning, 30% during the afternoon, 30% in the evening) and this is one of the reasons why the experiment has been carried out during the daytime....
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Abstract: 1. Understanding Learning Style and the Need for Individual Diagnosis and Prescription. 2. Identifying Students' Individual Learning Style Characteristics. 3. Redesigning the Educational Environment. 4. Global and Analytic Approaches to Teaching. 5. Designing Small-Group Instructional Techniques. 6. Designing Tactual and Kinesthetic Resources To Respond to Individual Learning Styles. 7. Designing Programmed Learning Sequences (PLS) To Respond to Individual Learning Styles. 8. Designing Contract Activity Packages (CAPs) To Respond To Individual Learning Styles. 9. Designing Multisensory Instructional Packages (MIPs) To Respond to Individual Learning Styles. 10. Expanding Your Strengths YOUR Way. 11. Resources for Teachers and Trainers: Getting Started with Learning Styles.

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387 citations

"m‐Learning: An experiment in using ..." refers background in this paper

...Dunn and Dunn (1993) have found that the optimal time to learn is during the daytime (30% during the morning, 30% during the afternoon, 30% in the evening) and this is one of the reasons why the experiment has been carried out during the daytime....
[...]

Proceedings Article•DOI•

Learning theory in practice: case studies of learner-centered design

[...]

Elliot Soloway¹, Shari L. Jackson¹, Jonathan Klein¹, Chris Quintana¹, James Reed¹, Jeff Spitulnik¹, Steven J. Stratford¹, Scott Studer¹, Jim Eng¹, Nancy Scala¹ - Show less +6 more•Institutions (1)

University of Michigan¹

13 Apr 1996

TL;DR: This work presents a framework for learner-centered design (LCD) that is theoretically motivated by sociocultural and constructivist theories of learning and incorporates scaffolding into the context, tasks, tools, and interface of software learning environments.

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Abstract: The design of software for learners must be guided by educational theory. We present a framework for learner-centered design (LCD) that is theoretically motivated by sociocultural and constructivist theories of learning. LCD guides the design of software in order to support the unique needs of learners: growth, diversity, and motivation. To address these needs, we incorporate scaffolding into the context, tasks, tools, and interface of software learning environments. We demonstrate the application of our methodology by presenting two case studies of LCD in practice.

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222 citations

"m‐Learning: An experiment in using ..." refers background in this paper

...Soloway et al (1996) describes a trial using SMS text messaging at the Kingston University (UK) to support 1st-year degree students in terms of time management and ensuring that essential core learning is not missed at an early stage....
[...]
...Stone (2004) defines m-learning as a ‘special type of e-learning, bound by a number of special properties and the capability of devices, bandwidth and other characteristics of the network technologies being used’....
[...]

Journal Article•DOI•

Mobile educational features in authoring tools for personalised tutoring

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Maria Virvou¹, Eythimios Alepis¹•Institutions (1)

University of Piraeus¹

01 Jan 2005-Computer Education

TL;DR: A mobile authoring tool that is developed and is called Mobile Author, which can be used by human instructors either from a computer or a mobile phone to create their own Intelligent Tutoring Systems (ITSs) and to distribute them to their students.

...read moreread less

Abstract: One important field where mobile technology can make significant contributions is Education. In the fast pace of modern life, students and instructors would appreciate using constructively some spare time that they may have, in order to work on lessons at any place, even when away from offices, classrooms and labs where computers are usually located. In this paper, we describe a mobile authoring tool that we have developed and is called Mobile Author. Mobile Author can be used by human instructors either from a computer or a mobile phone to create their own Intelligent Tutoring Systems (ITSs) and to distribute them to their students. After the ITSs have been created, students can also use any computer or mobile phone to have access to theory and tests. The tutoring systems can assess the students performance, inform the databases that record the students progress and provide advice adapted to the needs of individual students. Finally, instructors can monitor their students progress and communicate with their students during the course. The mobile features of both the authoring tool itself and the resulting ITSs from it have been evaluated by instructors and students, respectively. The results of the evaluation showed that mobile features are indeed considered useful.

...read moreread less

213 citations

"m‐Learning: An experiment in using ..." refers background in this paper

...Virvou and Alepis (2005) who have studied the use of mobile phones in teaching also report that both instructors and students who evaluated their system found it to be very useful....
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