University students' experience with mobile learning during COVID-19 pandemic

The study focuses on mobile learning at universities, with emphasis on the changes brought by the quarantine during the COVID-19 pandemic (the first and the second wave) in which only distance education was possible. The participant sample consisted of Slovak university students (N = 48;age 20–25 in 2020 and N = 45;age 20–25 in 2021). Qualitative design and narrative method were chosen to find out the individuals' experience of concrete events embedded in a socio-cultural context. The data was analyzed using a holistic-content perspective in combination with a thematic analysis. The results showed the key moments linked to the university students' experience in the first wave of the COVID-19 pandemic: nostalgia, shock – sudden change, and adaptation. In the second wave of the COVID-19 pandemic, the key moments were: nostalgia, uncertainty, and short-term planning. The important phases for the sustainability of m-learning were related to the comparison between nostalgia, the recovery from the shock after a sudden change in lifestyle, and the adaptation to new living conditions. This was reflected in the key topics focused on the main phases, with an accent on life enjoyment, self-centring, and stress before the COVID-19 pandemic. The paper fulfills the gap in the research focused on understanding students' feelings, attitudes, values, and use of m-learning during forced distance education. Qualitative design research allowed going deeper into students" psychological aspects during national quarantine. The results allow us to prepare the universities and state policies on working with students during future crises and emphasize sustainable mobile learning. [ FROM AUTHOR] Copyright of Interactive Learning Environments is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Acceptance of Mobile Learning Technology by Teachers: Influencing Mobile Self-Efficacy and 21st-Century Skills-Based Training

This study aimed to investigate the factors influencing the acceptance of mobile learning technology for 21st-century skills-based training among teachers in Saudi Arabia and Pakistan. This study adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which included constructs such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, student self-efficacy, behavioural intention, 21st-century skills-based training, and creative thinking skills. A survey was conducted with 619 teachers from Saudi Arabia and Pakistan who participated in a two-week mobile learning-based training session. The data were analysed using structural equation modeling (SEM). The results show that all hypotheses were supported, indicating a positive relationship between the constructs and the acceptance and use of mobile learning technology for 21st-century skills-based training. This study's findings suggest that by emphasising factors such as performance expectancy, effort expectancy, facilitating conditions, social influence, mobile self-efficacy, and student self-efficacy when designing mobile learning interventions, teachers will be more likely to accept and use mobile learning technology for 21st-century skills-based training and contributed to sustainability by providing increased access to quality education.

Innovative digital technology adapted in nursing education between Eastern and Western countries: a mini-review.

Advanced digital technologies have overcome the limitation of on-site teaching, especially after the COVID-19 epidemic. Various newly-developed digital technologies, such as e-learning, virtual reality, serious games, and podcasts, have gained renewed interest and come into the spotlight. Podcasts are becoming increasingly popular in nursing education as they provide a convenient and cost-effective way for students to access educational content. This mini-review article provides an overview of the development of podcasts in nursing education in Eastern and Western countries. It explores potential future trends in the use of this technology. The literature review demonstrates that nursing education in Western countries has already integrated podcasts into curriculum design, using the podcast to convey nursing education knowledge and skills and to improve students' learning outcomes. However, few articles address nursing education in Eastern countries. The benefits of integrating podcasts into nursing education appear far greater than the limitations. In the future, the application of podcasts can serve not only as a supplement to instructional methodologies but also as a tool for clinical practicing students in nursing education. In addition, with the aging population increasing in both Eastern and Western countries, podcasts have the potential to serve as an effective delivery modality for health education in the future, particularly for the older adult, whose eyesight declines with age, and those populations with visual impairments.

Mobile learning adoption continuance: role of locus of control on its determinants

PurposeThis study aims to investigate the factors affecting (i.e. determinants) the continuance of mobile learning adoption in an informal setting among higher education learners from a rural region in the Philippines. It assesses the extent of the determinants of mobile learning adoption continuance and their interrelationships and the role of a personality trait (e.g. locus of control) on its determinants.Design/methodology/approachThis study used a rigorous literature review method that led to a mobile learning adoption continuance model. This proposed model analyzed the perceptions of higher education learners' experiences on mobile learning adoption during the COVID-19 pandemic (i.e. informal setting). The data collection was self-administered using an online survey from a convenience sample size of 434 using adapted questionnaire instruments. The study used factor analysis by using a structural package for social sciences (SPSS) and analysis of the moment of the structure. The effect sizes of the direct effect, simple and serial mediation and interaction effects in a path model were analyzed by using user-defined estimand and orthogonalized approaches.FindingsThe findings indicate that the effect of perceived security risks along with perceived functional benefit and learner value affect the mobile learning adoption continuance. The perceived learner value mediates the perceived functional benefit relationship on mobile learning adoption continuance. Perceived security risk indirectly affects mobile learning adoption continuance through perceived functional benefit and learner value. In addition to this, the internal locus of control strengthens the positive relationship between perceived functional benefit and mobile learning adoption continuance. However, it dampens the positive relationship of perceived learner value.Originality/valueThe study provides an essential foundation on the mobile learning adoption model that focuses on its continuance. This model integrated perceived security risks, functional benefits and learner value aspects of continuance intention that higher education institutions may consider in their mobile learning initiative. It further provides evidence to intensify the important moderating role of locus of control that intervenes on the determinants of mobile learning adoption continuance.

How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review

In response to disruption to education during the COVID-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion, and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning;and interacting with teachers, through content delivery, teaching and assessment);teacher professional development (including structured support and prompts, and informal communities of practice);and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

A Sustainable Quality Model for Mobile Learning in Post-Pandemic Higher Education: A Structural Equation Modeling-Based Investigation

As an effect of the digital transformation encountered by higher education institutions in the post-pandemic phase, the current study aims to inspect the factors affecting the actual use of mobile learning among higher education students. A novel hybrid model based on the information system success and technology acceptance models was proposed and tested. The study included 400 undergraduate and postgraduate students from four Saudi universities who responded to a questionnaire consisting of two parts and seven dimensions, with a total of 26 items. For the analysis, a quantitative approach was applied using structural equation modeling. The results displayed that information quality had no impact on the actual use of mobile learning among higher education students. In contrast, other quality factors (system quality, service quality, and satisfaction) and perceived factors (perceived usefulness and perceived ease of use) had a positive effect. Accordingly, this study proposed an integrated framework to assist decision makers at higher education institutions in scaffolding students to develop their educational performance by depending on mobile applications comprising high-quality factors that address their real needs. This would also enable higher education institutions to enhance their digital transformation experience, thus contributing to achieving positive learning sustainability after the pandemic.

Implementation of mobile devices in higher education: Cases of good teaching practices

Mobile devices have become very prominent in education in recent years. Moreover, their use has intensified in the wake of the Covid-19 pandemic. In this sense, given the multitude of educational experiences, it is necessary to discern between a good use of the mobile device to carry out teaching practice. The purpose of this paper was to analyse learning strategies using mobile devices to provide models of good teaching practice. To this end, a cross-sectional study design was applied based on the distribution of an online survey including a standardised scale and an open-ended questionnaire. A total of 14 teachers, aged between 28 and 64 years (M = 48.42, SD = 10.67), participated in the study. The results obtained show that socio-demographic factors did not influence the development of good teaching practices with mobile devices. On the other hand, only five teachers identified themselves as agents of good teaching practices and the experience carried out in the classroom was collected. Finally, good teaching practices are a topic of interest in order to have practical models that can serve as a reference for other teachers and can be implemented at the University.

A Universal Design for an Adaptive Context-Aware Mobile Cloud Learning Framework Using Machine Learning

Mobile learning is becoming more and more popular today. It gained popularity recently due to the COVID-19 pandemic restrictions in 2020. However, to provide learners with appropriate educational materials in such a mobile environment, the characteristics and context of the learners must be considered. Therefore, in this paper, we propose a framework for providing an adaptive context-aware learning process considering a combination of student learning models and principles of Universal Design for Learning (UDL). The proposed system consists of components capable of detecting changes in context and adapting the way the application responds and behaves. The framework uses a machine-learning algorithm to predict learners' characteristics and follow UDL principles to deliver enriched user experience and location-aware content and activities. An online survey was conducted with 20 undergraduate students. We analyzed their levels of satisfaction with the proposed m-learning system. From the analyzed data, we noticed that the average rating values are close to 4.5, which indicates that the proposed m-learning system complies with UDL principles and provides an adaptive and localized learning environment, thus enhancing the efficiency of the learning process and experiences. The study also investigated the impact of factors (i.e., noise level, physical activity, and location) on learners' concentration towards the learning process. The results show that these factors have a significant impact on the learner's concentration level. © 2023 River Publishers.

Mobile Technology as an Alternative Teaching Strategy Amidst COVID-19 Hiatus: Exploring Pedagogical Possibilities and Implications for Teacher Development

Amidst the COVID-19 pandemic, the education sector worldwide had to adapt rapidly from in-person to virtual modes of teaching and learning to mitigate the spread of the virus. In a short period of time, teachers were forced to find new and innovative ways of delivering education to their students to ensure the continuation of education. In this context, this paper investigates how teachers in Pakistan leveraged mobile technology as an alternative teaching strategy to provide access to and to ensure the continuation of education. Through in-depth interviews with 13 selected teachers, this study explores the potential of mobile technology to offer alternative teaching and learning arenas. The findings underscore the importance of embracing new pedagogical possibilities offered by mobile technology and the significance of effective teacher professional development in the post-pandemic era. This study provides valuable insights into the utilization of mobile technology in the education sector, even in the most challenging circumstances, and highlights the potential for mobile learning to contribute to education reform.

Preschool education optimization based on mobile edge computing under COVID‐19

The COVID‐19 pandemic has brought profound changes in people's live and work. It has also accelerated the development of education from traditional model to online model, which is particularly important in preschool education. Preschoolers communicate with teachers through online video, so how to provide high quality and low latency online teaching has become a new challenge. In cloud computing, users offload computing tasks to the cloud to meet the high computing demands of their devices, but cloud‐based solutions have led to huge bandwidth usage and unpredictable latency. In order to solve this problem, mobile edge computing (MEC) deploys the server at the edge of the network to provide the service with close range and low latency. In task scheduling, edge computing (EC) devices have rational thinking, and they are unwilling to collaborate with MEC server to perform tasks due to their selfishness. Therefore, it is necessary to design an effective incentive mechanism to encourage the collaboration of EC devices. Through analysis of MEC server and EC devices, we propose a distributed task scheduling algorithm—Stackelberg game approach based on alternating direction method of multipliers, which selects the appropriate incentive mechanism to encourage the collaboration of EC devices. The experimental results demonstrate that the proposed approach can rapidly converge to a certain accuracy within 40 iterations, and in incentive mechanism comparison and quality of experience, the proposed approach also has a good performance in anti‐jitter and low latency. [ FROM AUTHOR] Copyright of Expert Systems is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Mobile learning determinants that influence Indian university students' learning satisfaction during the COVID-19 pandemic

Due to the COVID-19 pandemic, the whole world went under strict lockdown, including educational institutions. This led to the quick reshaping of educational systems to provide uninterrupted education to the students. Preferably, both teachers and students switched from physical classrooms to online classrooms. This overnight change brought numerous challenges for a country like India. But the authors of this study see it as an opportunity and aim to explore mobile learning (m-learning) determinants that influence Indian university students' learning needs during the COVID-19. For this, the data were gathered using a web-based questionnaire from 557 students of seven different universities (both public and private) in India. Next, the data were quantitatively analysed using reliability analysis, confirmatory factor analysis, and multiple regression analysis. The results show that out of three first-order m-learning variables, only two (system and service quality items) have a positive impact on students' learning satisfaction in the Indian context. In the end, the implications of the study in the adoption of m-learning at different Indian universities have been discussed. Copyright © 2023 Inderscience Enterprises Ltd.

State of the Art of Mobile Learning in Jordanian Higher Education: An Empirical Study

A new approach to learning is mobile learning (m-learning), which makes use of special features of mobile devices in the education sector. M-learning is becoming increasingly common in higher education institutions all around the world. The use of mobile devices for education and learning has also gained popularity in Jordan. Unlike studies about Jordan, there are many studies that thoroughly analyze the situation of m-learning in other countries. Thus, it is important to understand the current situation of m-learning at Jordanian universities, especially in light of the COVID-19 pandemic. While there have been some studies conducted prior to COVID-19 and a few studies after COVID-19, there is a need for a comprehensive study that provides an in-depth exploration of the current situation, student adoption, benefits, disadvantages, and challenges, particularly following COVID-19. Therefore, this study utilizes a sequential exploratory mixed research method to investigate the current state of the art of m-learning in Jordanian higher education with a particular focus on student adoption, benefits, disadvantages, and challenges. Firstly, the study explores the existing literature on m-learning and conducts 15 interviews with educators and learners in three Jordanian universities to gain insights into their experiences with m-learning. The study then distributes a survey to students at four Jordanian universities, representing both public and private universities, to generalize the results from the qualitative study. Additionally, the study investigates the relationship between student enrollment in public/private universities and the adoption of m-learning. The study came to the conclusion that students have a positive opinion of m-learning and are also willing to use it. However, there are a number of disadvantages and challenges to its adoption. Additionally, there is a relationship between student enrolment in public/private universities and the adoption of m-learning. These findings have important implications for institutions that want to incorporate m-learning into their undergraduate and graduate degree programs, as they aid decision-makers in these universities in creating frameworks that may be able to meet the needs of m-learning.

Can Underprivileged Children Learn Effectively at Home? A Six-Month Study of Game-based Traditional Chinese Learning During the Pandemic Lockdown

The COVID-19 pandemic has suspended physical classes, and influenced students from underprivileged groups more seriously due to their poor living conditions and digital disadvantages. To understand the impact of the constrained learning, we conducted a study on game-based learning to examine the effectiveness of computer-aided and autonomous learning of traditional Chinese by underprivileged students. From December 2020 to May 2021, we collected 3,245 quiz results from 26 underprivileged students over six months. The quizzes systematically covered the fundamentals of learning traditional Chinese in six aspects, i.e., literacy, orthography, phonology, morphology, speaking, and writing. We analyzed the results to understand the learning efficacy of students. Remarkably, students can significantly improve their skills in literacy and phonology through unsupervised game-based learning. Furthermore, by parsing the writing tasks, we observe substantial improvements among 7 out of 13 common types of writing mistakes. Our study provides a critical lens to understand the design opportunities of game-based learning without direct supervision. IEEE

A Bibliometric Analysis of Trending Mobile Teaching and Learning Research from the Social Sciences

With the development of computer and information technology, mobile teaching has enjoyed pride of place among teaching mediums in the past two decades. To visually explore the mobile learning hotspots and trends present in international journals, this study adopted two science mapping tools (CiteSpace and VOSviewer) to first detect and then visualise emerging trends (i.e., hotspots) in the mobile learning literature. A total of 528 mobile learning articles published between 2003 and 2021 that appeared in 21 international educational technology journals indexed in the SSCI database were retrieved for bibliometric analysis. The results show (1) there was a remarkable increase in academic output in this field starting in 2008 that topped out in 2021;(2) co-authorship with academics from diverse countries/regions and institutions was evident;(3) three trending foci in the literature include defining mobile learning, designing learning systems, and exploring mobile learning effectiveness;and (4) the high-frequency co-cited publications focus on the effectiveness of mobile devices via different research methods. This study provides scholars with an accessible summary of the current trends in mobile learning, identifies the active researchers in this field, and reports on which outlets are most relevant for research produced on this topic. In addition, the findings have direct implications for the education and private sectors. Mobile devices are not widely adopted in classroom settings and are often considered a learning tool more suited for out-of-class assignments or practice. Therefore, it is necessary for information technology educators to invest in actively initiating the integration of mobile technology into the classroom. Those in the technology industry should aim to develop mobile devices and relevant educational applications/software that can be utilised not only within the confines of the classroom but also to bridge in-class and out-of-class learning.

Do cognitive, affective and social needs influence mobile learning adoption in emergency remote teaching?

Transitioning to mobile learning or M-Learning in medical education has been challenging due to its subscription to the clinical-based method of knowledge transfer. This shift was accelerated despite the challenges of COVID-19 in what research refers to as Emergency Remote Teaching or ERT. While this modality supported learning continuity, it was evident that online classes have become avenues for students to socially engage with others to meet various psychological needs to buffer pandemic stress. We hypothesized that cognitive, affective, and social needs positively influence learners' attitude towards M-Learning, which leads to its adoption. Given that peers highly influence medical professionals, we further hypothesized that the beliefs of others or social norms have a positive influence on the behavioral intention to use M-Learning. We added psychological needs as influencing factors to Theory of Reasoned Action constructs to develop a structural model, deployed an online survey, and analyzed 219 responses from healthcare students in the Philippines using Partial Least Squares – Structural Equation Modeling or PLS-SEM. We confirm that cognitive, affective, and social needs are psychological factors that influence students' attitude towards mobile learning. While attitude can lead to the behavioral intention to adopt mobile learning, social norms do not exhibit a positive influence at a significant level. We discuss our results from the perspective of a developing economy during a pandemic and provide the implications of its findings to theory, academe, and technology. © The Author(s).

Geometrical Tolerances Android Application Developed for Student for a Better Understanding of Orientation Tolerances According to the Latest ISO Standards

In the year 2021, a virtual reality training application has been developed, specifically for the Oculus Quest 2 headset, in order to allow the users to view and analyse 3D models for a wide variety of geometrical tolerances, tolerance zones and even the conformity condition and the datum features. This application allows the students to better understand the geometrical tolerances in accordance with the latest ISO GPS standards by using different 3D interactive models in order to highlight different types of geometrical tolerances and tolerance zones. In order to try to make the virtual reality training application more mobile and accessible for students, a mobile application, designed for the android operating system smartphones, has been developed. This application can facilitate better learning outcomes within the teaching-learning process by enabling the students to visualize a wide variety of 3D models representing different types of geometrical tolerances. Due to the dramatic evolution of technology in the past 20 years and the need to constantly keep up with it, the learning and teaching process suffered a massive change. The Covid pandemic has closed Universities all over the world and so, for the teaching process to continue, a sudden shift from traditional teaching to a more modern one involving the digital world was needed. Thanks for the fact that, nowadays, students are more inclined to use different types of mobile devices, the shift to the new learning paradigm has not left a great "scar” on student and teachers. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Mobile Learning for teaching journalism from a remote television set during COVID-19

This research describes the implementation of a system that allows a television studio to operate through cell phones and mobile applications, this innovation was developed in a university in Peru for television journalism courses. This is an applied research with a qualitative approach, which describes the development of this innovation from the experience of its creator and details how different technologies were made to converge so that students could broadcast news programs from their homes by operating the equipment located on the television set of tv. The results allow us to conclude that the pandemic has led to the invention of educational solutions that hybridize television technologies, cell phones, mobile applications and the Internet, from this convergence it was possible for students to develop journalistic educational skills remotely. © 2022 Latin American and Caribbean Consortium of Engineering Institutions. All rights reserved.

Smartphones Usefulness in Mobile Learning: The Moroccan University Case - Students of High School of Education and Training, Agadir

The development of digital technology has transformed our lifestyle and habits in all areas especially since the Covid-19 pandemic. Higher education is a field where digital pedagogy has impacted the practices of teachers and students on mobile devices (smartphones, tablets, etc.). Mobile learning has become one of the information and communication technologies in education (ICTE) used to search, communicate, study and disseminate information through several learning modalities. According to several studies, the latter is widely used among students. The aim of the present paper is to identify the use of mobile learning in the learning process of teacher training. More precisely, we question the contribution of smartphones in the learning process of students from the High School of Education and Training of Agadir. The data we have presented comes from a quantitative survey along with an interview-based research to analyze the effects of mobile technology. The research shows that students use their cell phones to search for educational resources, and also to interact with the instructors and exchange files with their peers, and they are highly motivated to have opted for this type of learning. Ideally, this article is intended to stimulate reflections on the subject of mobile learning and its integration in education in Morocco. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Online education

Online delivery of courses has a significant presence in the educational experiences of students at all grade levels and post-secondary learning. Worldwide, the growing utilization of online education for teaching and learning continues to intensify with governmental initiatives supporting its development and institutions transitioning student instruction to this format in response to the global health crisis brought by the COVID-19 virus. Despite online education's overall impact, this mode of instruction faces challenges on perceptions of becoming an impersonal, anonymous, and less effective learning experience. Issues connected to online education and effective high-impact online teaching strategies are described for increased awareness. © 2023 Elsevier Ltd. All rights reserved.

Mobile learning and communication: educational change?;a systematic review

PurposeThe authors of this research present a study on Mmobile learning (ML) and the communication processes that are generated in different educational and professional contexts through a systematic review.Design/methodology/approachThis is descriptive research that analyzes a total of 201 results present in Web of Science and SCOPUS, with the criteria established by the PRISMA protocol, giving special relevance to the following categories: country of origin, date of publication, main objectives, methodological design, variables analyzed and considered, size and details of the samples;and their respective scientific contributions in relation to their area of research.FindingsThe results show significant methodological discrepancies with respect to the established criteria. Five blocks of action are apparent: technical issues, influence on learning, impact on satisfaction and motivation, impact on communicative processes and new forms of interaction.Originality/valueThe value of this research lies on offering a critical view based on an in-depth analysis of the existing scientific production between ML and communication in education.