Recent developments in mobile technologies have provided unique opportunities for learning and teaching. This paper reports on recent research undertaken at a regional Australian university in order to understand how higher education students are using mobile devices to support their learning. A survey instrument was developed and deployed and the data collected analysed quantitatively. Upon analysis, these data demonstrate that students are predominantly using laptop computers to support their learning, but their use of smart phones and tablets are also used for a number of specific learning activities. Further analysis indicates that in spite of the limitations in the formal university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
How Do Students Use Their Mobile Devices to Support Learning? A Case Study fr...Helen Farley
Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device’ (BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Use of electronic mobile devices in teaching and learning in higher education...African Virtual University
Use of electronic mobile devices in teaching and learning in higher education in Kenya: An emerging pedagogy
Anne A. Aseey1, Julius Mwakondo Mwabora2
1Senior Lecturer, Department of Educational
Studies, University of Nairobi,
2nd International Conferene of the African Virtual University
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
Read more about Technology in Delivering Inclusive Teaching and Learning
Benefits and limitations of technologies used in areas of specialism
Using technologies to enhance teaching and meet individual needs
You can also read more about it on -- https://eln.co.uk/blog/promoting-ict-skills-classrooms
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Ally & Wark (2018) Online student use of mobile devices for learningDr. Norine Wark
ABSTRACT
Mobile technology is becoming prevalent in today’s society. Yet despite the widespread use of Internet-accessible mobile devices, very little research has been undertaken to examine the value that mobile technology may have (Cheung & Hew, 2009), especially within the milieu of higher education. With ever-expanding technological capabilities and rapidly increasing student use of sophisticated mobile devices, such as smartphones and tablets (Chaffey, 2017; Chang, Lai, & Hwang, 2018; Guri-Rosenblit, 2009; Peng et al, 2009), it is imperative that educators consider the impact that these devices may have—particularly when it comes to the affordances such devices provide for mobile learning in the digital classroom (Demmans Epp, Watanabe, & Swann, 2017). This paper reports on the demographic and descriptive findings from a three-year study on online graduate-level students’ perceptions and experiences with mobile devices that provides some insight into the relationship between graduate level learners, their online learning contexts, and their use of mobile devices for learning. The results indicate that: (1) the use of mobile devices for learning is common among these students, and (2) these devices and how they are being used are rapidly evolving to provide nearly seamless continuity of formal learning for the increasingly mobile learner.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology.
American Research Journal of Humanities & Social Science (ARJHSS) is a double blind peer reviewed, open access journal published by (ARJHSS).
The main objective of ARJHSS is to provide an intellectual platform for the international scholars. ARJHSS aims to promote interdisciplinary studies in Humanities & Social Science and become the leading journal in Humanities & Social Science in the world.
Use of electronic mobile devices in teaching and learning in higher education...African Virtual University
Use of electronic mobile devices in teaching and learning in higher education in Kenya: An emerging pedagogy
Anne A. Aseey1, Julius Mwakondo Mwabora2
1Senior Lecturer, Department of Educational
Studies, University of Nairobi,
2nd International Conferene of the African Virtual University
Barriers and Motivators to Implementation of an E Learning and Multimedia Tec...ijtsrd
The study examined the barriers and motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement, Uganda. Specifically, the quality of the content in the E learning and Multimedia Technology, E learning and Multimedia Technology quality, Support by ICT Technical Staff, Attitude towards the E learning and Multimedia Technology and Stakeholder Involvement were examined using a sample of 297 learners and teachers obtained using Krejcie and Morgans table of sample size determination. A 5 point Likert scale questionnaire was designed for data collection, a tested correlation coefficient reliability of the questionnaire was established at 0.82. The tables and frequencies were used to analyses the characteristics of the variables while the Spearman's correlation coefficient was used to examine the relationship between variables. The study findings showed that there was weak correlation between quality of the content in the implemented E learning and Multimedia Technology and learners' attitude, also it was showed that, there was moderately strong correlation between implemented E learning and Multimedia Technology quality, stakeholder's involvement and learners' attitude. The motivators to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement were established as support by ICT technical staff, E learning and Multimedia Technology quality, and stakeholder's involvement. Quality of the content in the implemented E learning and Multimedia Technology was established as the barrier since it was the only which had weak correlation to the implementation of an E Learning and Multimedia Technology towards improving school education standards in mathematics and health education in Nakivale Refugee Settlement. Dr. Alone. Kimwise | Mudaheranwa Benjamin | Beatrice Mugabirwe "Barriers and Motivators to Implementation of an E-Learning and Multimedia Technology towards Improving School Education Standards in Mathematics and Health Education in Nakivale Refugee Settlement, Uganda" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29137.pdf Paper URL: https://www.ijtsrd.com/computer-science/other/29137/barriers-and-motivators-to-implementation-of-an-e-learning-and-multimedia-technology-towards-improving-school-education-standards-in-mathematics-and-health-education-in-nakivale-refugee-settlement-uganda/dr-alone-kimwise
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
Read more about Technology in Delivering Inclusive Teaching and Learning
Benefits and limitations of technologies used in areas of specialism
Using technologies to enhance teaching and meet individual needs
You can also read more about it on -- https://eln.co.uk/blog/promoting-ict-skills-classrooms
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Ally & Wark (2018) Online student use of mobile devices for learningDr. Norine Wark
ABSTRACT
Mobile technology is becoming prevalent in today’s society. Yet despite the widespread use of Internet-accessible mobile devices, very little research has been undertaken to examine the value that mobile technology may have (Cheung & Hew, 2009), especially within the milieu of higher education. With ever-expanding technological capabilities and rapidly increasing student use of sophisticated mobile devices, such as smartphones and tablets (Chaffey, 2017; Chang, Lai, & Hwang, 2018; Guri-Rosenblit, 2009; Peng et al, 2009), it is imperative that educators consider the impact that these devices may have—particularly when it comes to the affordances such devices provide for mobile learning in the digital classroom (Demmans Epp, Watanabe, & Swann, 2017). This paper reports on the demographic and descriptive findings from a three-year study on online graduate-level students’ perceptions and experiences with mobile devices that provides some insight into the relationship between graduate level learners, their online learning contexts, and their use of mobile devices for learning. The results indicate that: (1) the use of mobile devices for learning is common among these students, and (2) these devices and how they are being used are rapidly evolving to provide nearly seamless continuity of formal learning for the increasingly mobile learner.
International Journal of Computational Engineering Research(IJCER)ijceronline
International Journal of Computational Engineering Research(IJCER) is an intentional online Journal in English monthly publishing journal. This Journal publish original research work that contributes significantly to further the scientific knowledge in engineering and Technology.
Evaluation of mobile teaching and learning projects, introductionHelen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...Samuel Edsall
This presentation details the use of mobile technologies, such as smart phones and tablets, as important instructional research components in a global social media course. Examples will be provided relating to the research procedures, mobile technology implementation and designed academic activities that illustrate beneficial and enhanced student learning.
Dial D for DistractionThe Making and Breaking of Cell Phone.docxmariona83
Dial D for Distraction:
The Making and Breaking of Cell Phone
Policies in the College Classroom
Michael J. Berry
University of Colorado
Aubrey Westfall
Virginia Wesleyan College
Cell phones are nearly ubiquitous in the college classroom. This study asks two primary
questions regarding the making and breaking of in-class cell phone policies. In what manner
are students using their phones and how can faculty members minimize the potential for
phone-related distractions? To answer these questions we analyze original survey data from
nearly 400 college students across multiple public and private universities to better
understand the students’ impulse to use their phones during class. Results from the survey
demonstrate that more than 80% of students use their phone at least once per class and that
students generally believe this to be an acceptable practice. These student data are
supplemented with survey data from close to 100 college faculty to evaluate a range of
policy options for dealing with this issue. From this analysis, it is clear that the policies most
frequently implemented by instructors are typically perceived by students as the least
effective.
Keywords: cell phones, classroom distractions, mobile technology
INTRODUCTION
Cell phones have become a ubiquitous feature in American
society. A 2014 survey by a communication industry orga-
nization estimated that the United States, with a population
of approximately 317 million, had nearly 336 million wire-
less subscriptions, meaning that wireless connection pene-
tration stood at an astonishing 104.3% (CITA 2014). This
number continues to climb. Studies from a broad array of
disciplines have examined the myriad ways that cell phones
have transformed society, business, communication, health,
and numerous other facets of daily life, including education
(Campbell 2006; Gilroy 2004; Jenaro et al. 2007; Katz
2005; Wei and Leung 1999).
As educators well know, cell phones have become per-
vasive in the classroom. While many scholars offer sug-
gestions about how to make cell phones a useful
pedagogical tool (Katz 2003; Kinsella 2009; Lindquist
et al. 2007; Prensky 2005; Schell, Lukoff and Mazur
2013; Scornavacca et al. 2009; Valk et al. 2010), others
bemoan the distracting nature of cell phones in the class-
room. One scholar has gone as far as likening cell phone
interruptions during class to a form of “technological
terror,” citing the multitude of ways that a single cell
phone can disrupt an entire class (Gilroy 2004, 56). While
this term is admittedly hyperbolic, nearly every educator
has had to deal with problems related to student cell phone
use and interruptions during class. The actual distractions
caused by cell phones can vary widely across campuses
and classrooms. This study contributes to a small but
growing literature on cell phone use in the classroom
(Baker et al. 2012; Campbell 2006; Campbell and Russo
2003; End et al. 2010; Gil.
Cell Phones Usage for Academic Activities amongst Undergraduate Students of t...AJSSMTJournal
This study investigated the use of cell phones for academic activities amongst the undergraduate
students of the Federal University of Technology Minna (FUTM). Survey questionnaire was used for collecting
data from 379 respondents drawn based on stratified random sampling. The response rate was 99%. Findings
show that the majority 246(65.6%) of the respondents were very strongly agreed that they have awareness on
the usage of cell phones for making calls, while 224(59.7%) of them were very strongly agreed that they have
used cell phones to access the Internet. Whereas, 122(32.5%) of the respondents were very strongly agreed
that spending more time on cell phone reduces academic performance. Also 209(55.7%) of the respondents
were very strongly agreed that most students of FUTM faced the challenges of slow Internet connection,
252(67.2%) respondents were very strongly agreed that the wireless Internet infrastructure in the university
should be upgraded to ensure quality and faster download, and should be available to students for use all
times
Assessment 3: Essay
Length: 1500 words
Weighting: 45%
This last assessment builds on the annotated bibliography completed as Assessment 1 and your Assessment 2 essay plan. Use the feedback from your Assessment 2 to write an essay developing an argument for or against your chosen topic. The essay choices are as already presented:
1. Educational institutions should incorporate mobile technology for the benefit of students.
1. Using social media enhances adolescent well-being.
1. Mobile technology will continue to transform health care in positive ways.
You need to:
· Take a position and argue your case with supporting evidence. You may support or argue against the topic. Include a counterargument either in a separate paragraph or within your supporting point(s).
· Remember to include at least six sources of evidence to support your argument.
· Be sure to include a reference list on a separate page, using APA referencing.
· Go through the marking criteria carefully to ensure you have addressed all the marking criteria for your essay.
Marking criteria – see over the page
Davison, C. B. Lazaros, E. J. (2015). Adopting mobile technology in the higher education classroom. Journal of Technology Studies, 41:1, 30-39. Retrieved from https://www.ebsco.com
This 2015 article looks at the discoveries from a study of an Indiana research and teaching university, focusing on the student’s practices with mobile technologies. The findings were based on, and cross examined with a previous similar study of British students that was undertaken 9 years prior. Key ideas demonstrated are the technological influence of mLearning in the tertiary education environment, carried out with intentions of providing infrastructure integration techniques and insight to educators, by identifying characteristics and patterns within the mobile technology utilization of the student body. The study touches on student perceptions of mobile learning, the most popular method of communicating and the benefits. A limitation to this study include lack of personal interviews with students to provide concurrent opinions of findings presented, and an uncertain means of accumulating data by use of an anonymous online poll. A further limitation includes lack of an in-depth explanation to the conclusion that laptops are the most preferred tool amongst the participants. The piece itself has been published in the peer-reviewed Journal of Technology Studies, which is owned by an international honor society of technology professions. In particular this article will be helpful in providing a comparison between the study a decade previously, to monitor what the sequences of mLearning in the classroom has demonstrated, and to collate with new evidence between this article and now.
Henderson, M. Selwyn, N. Aston, R. (2015). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42:8, 1567-1579, DOI: 10.1080/030 ...
Mobile learning in Southeast Asia: Opportunities and challengesHelen Farley
Mobile learning has been adopted to a varying extent across the countries of Southeast Asia. Though mobile learning initiatives in the UK, Europe, the United States and Australia are well-documented, much less in known is known about mobile learning initiatives in Southeast Asia. This region is culturally and economically diverse, containing both developed countries such as Singapore and developing countries including East Timor. This range of economic development means that the penetration of telecommunications technologies, including infrastructure to support mobile and internet networks, varies vastly and the extent to which this technology is used for learning, similarly varies. This chapter begins with an examination of the mobile device market penetration in the various countries of Southeast Asia and the particular demographics of those users. Internet censorship potentially will impact on mobile learning initiatives in some countries and this is examined briefly. The status of mobile learning in a cross-section of Southeast Asian countries will be examined, with a particular focus on government policies, critical infrastructure and notable mobile learning initiatives. The chapter concludes with a review of the enablers and barriers to mobile learning in Southeast Asia and a look at future directions.
Moving towards the effective evaluation of mobile learning initiatives in hig...Helen Farley
Mobile learning is viewed by many institutional leaders as the solution for a student cohort that is demanding an increasingly flexibility in study options. These students are fitting study around other aspects of their lives including work and caring responsibilities, or they are studying at a geographical location far removed from the university campus. With ubiquitous connectivity available in many parts of the world and with the incremental improvements in design and affordability of mobile devices, many students are using mobile technologies to access course materials and activities. Even so, there are relatively few formal mobile learning initiatives underway and even fewer evaluations of those initiatives. This is significant because without a rigorous evaluation of mobile learning, it is impossible to determine whether it provides a viable and cost-effective way of accessing courses for both the student and the institution. This chapter examines the broad groupings of uses for mobile devices for learning, before considering the evaluation frameworks that are currently in use. The characteristics, affordances and issues of these frameworks are briefly discussed. A project to develop a Mobile Learning Evaluation Framework is introduced, which will consider evaluation from four aspects: 1) Pedagogical (Learning); 2) Pedagogical (Teaching); 3) Technical; and 4) Organizational.
The healthcare industry is rapidly evolving in tandem with a demand for increased flexibility in the delivery of education in our fast-paced society. As a result, the passive reception of content by students, delivered by an expert from the front of the class, is becoming increasingly redundant. Students are now being taught, ubiquitous connectivity allowing widespread access to online materials (Collier, Gray, & Ahn, 2011). Programs such as nursing are often offered in an external, online delivery mode (Wright, 2013). Due to an increasingly aging population, healthcare is by far one of the fastest-growing industries, and graduate job seekers choosing to enter healthcare, will need to ensure they have developed sound digital literacies, particularly as they apply to professional communication. It is imperative that students develop and leverage emerging communication technologies as part of their portfolio prior to seeking employment (Clark, 2009; Hargittai & Litt, 2013).
Dominican English language teacher perceptions on factors influencing mobile ...Gisela Martiz-W.
This interview-based exploratory study examined the perspectives of Dominican English language teachers on the factors that influence the use of mobile devices for learning purposes.
Similar to Mobile learning anytime, anywhere: What are our students doing? (20)
Beyond standards: reimagining acoustic design in prisonsHelen Farley
Drawing insights from the emerging field of sensory criminology, this paper delves into the distinctive
acoustic requirements within prisons, shedding light on the differences that exist between the acoustic
needs of incarcerated individuals and those outside the prison walls. The study emphasizes the crucial role
acoustics play in the daily experiences of both incarcerated individuals and corrections staff. Those in
prison rely on acoustics for communication and information gathering, while corrections staff use auditory
cues to assess the prevailing tension within the prison environment. The intricate dynamics of prison
cultures, often overlooked by acousticians, are brought to the forefront through the lens of sensory
criminology. This paper advocates for a multidisciplinary approach, suggesting that acousticians
collaborate with complementary disciplines to design spaces that encourage positive communication and
simultaneously address the risks associated with undesirable social dynamics. By integrating insights from
sensory criminology, acousticians can create purposeful designs that benefit both incarcerated individuals
and corrections staff, ensuring a well-informed and effective acoustic environment.
Introducing technology for learning in prisons: meeting challenges and realis...Helen Farley
Individuals responsible for the management and administration of prisons often show a willingness to adopt innovative technologies for operational efficiency. However, in cases where a choice must be made between prioritizing security measures and the rehabilitation of people in prison, the former tends to take precedence, sometimes at the expense of the latter. The emergence of COVID-19 lockdowns, which confined individuals to their cells for extended periods and disrupted educational programs, has prompted jurisdictions to reevaluate the advantages of educational technology. Drawing from our involvement in these kinds of initiatives, we present key insights to enrich this ongoing dialogue.
More than employment: The benefits of education in correctionsHelen Farley
It is easy to focus on how education prepares learners for employment upon release from custody. Yet the benefits go far beyond this. This presentation examines some of the changes we see in prisoners engaged with education.
Using emerging digital technology for learning in prisonsHelen Farley
Universities and other education institutions are increasingly turning to technology for the delivery of their courses and programmes. But what happens when their learners are incarcerated?
This presentation looks at neurodiversity within corrections in New Zealand. Neurodiversity is often viewed negatively, yet it is often the hallmark of original and creative thinkers.
Introducing digital technologies into prisons: Issues and challengesHelen Farley
• Working with jurisdictions to introduce technologies: Sceptics and advocates
• Winning hearts and minds: Working with custodial
• Security considerations: Learning what can be dangerous
• Third party security certifications
• What can go wrong and how to prevent it
• The role of dynamic security
• Making it sustainable
The role of education in reducing recidivismHelen Farley
In juvenile justice, detainees are often suffering from multiple layers of disadvantage. This presentation presents a potential project to help address some of these issues and help keep people out of detention.
Virtual Worlds in Higher Education: The Challenges, Expectations and DeliveryHelen Farley
Virtual worlds (VWs) are providing welcome opportunities for the development of innovative curricula for tertiary educators. These environments potentially allow them to give their students authentic learning experiences that resemble real life tasks and scenarios. In addition, virtual worlds are extremely useful when training students to perform tasks that are too expensive or dangerous to perform in real life (Adams, Klowden, & Hannaford, 2001). Well-designed simulations implemented in these environments can provide risk-averse and cost-effective simulations of authentic contexts that can facilitate optimal learning, especially when enhanced with the capability for tactile precision and haptic feedback.
This chapter, while acknowledging the enormous potential of virtual worlds for higher education, will investigate the range of challenges also associated with implementing these environments into curricula. These include the use of appropriate pedagogical models and the large learning curve for novice users. The chapter will conclude with a discussion of how these challenges can be mitigated, taking into account the latest technical developments in virtual worlds and associated hardware.
Mobile learning initiatives in nursing educationHelen Farley
Mobile learning is a very exciting approach to learning that has the possibility of changing nursing education, providing learning to nurses when and where they need it and in a manner that will achieve positive learning outcomes. Coming from an apprenticeship model in the military, nurses have traditionally learnt by seeing and then doing. Mobile learning through means such as You Tube and augmented reality offer the best of this traditional way of learning combined with time and cost efficient means of technology use and greater theoretical knowledge. Reaching nurses in rural and isolated communities is also possible through these means. This is achieved through the use of SMS and online learning, that is able to be used at a time and place suitable for the nurse, enabling them to include learning within their lives in a way that suits them. Many isolated trials have occurred in nursing education over the years, starting with the use of PDA’s and although many have shown success there is not a great deal of research been conducted in the use of mobile education in nursing. Considering this research was conducted using a grounded theory approach that investigated nurse’s current use of mobile technology and their beliefs around mobile learning. The study also explored how and when nurses are undertaking continuing education, with the discovery of how they personally resource their learning. When looking at trials of mobile learning within nursing education, it is apparent from these trials and the study that nurses are ready for mobile learning and that mobile learning shows great potential as a method for education within the nursing profession.
Tarot is central to the philosophies of the New Age. If you look in any of the numerous popular books about tarot, you will read that ancient Egyptians encoded their secrets into these mysterious cards when they were threatened by brutal invaders. Yet others say that tarot were invented by the Gypsies, then thought to be Egyptians. Alas, neither of these theories are true!
This final volume of Religion, the Occult and the Paranormal is mostly concerned with how the supernatural is finding form in popular culture, in everyday life and among the youth with their apparently insatiable appetite for all that is different, macabre, alien or sitting outside of normal society. Film franchises based on paranormal themes are among the biggest grossing films of all time. The Harry Potter franchise appeals to both adults and children alike, as does the Lord of the Rings franchise. These movies are invariably released at holiday time so parents can take their children, buy them some themed merchandise and escort them to various dress-up events populated by hundreds of small Harry Potters and Hermione Grangers. Religious and supernatural ideas are integral to the appeal of these movies. Several chapters of this volume explore that unlikely relationship. The current also flows in the other direction with popular culture providing the stuff of emerging religions. Most are familiar with Jediism, drawing its inspiration from the Star Wars franchise and the noble ideals of the Jedi Knights.
The first volume of this series has equipped us with the methodological tools for examining the occult and paranormal. The second has shown us that these themes have been present since the earliest times. This third volume of the Religion, the Occult, and the Paranormal provides examples of some of the rich diversity of ideas, practices and groups engaged in various ways with these supernatural considerations. Occult practices and ideas around the paranormal are found within each of the major world religions, often in connection with the more mythical aspects of those traditions. Bibliomancy, or divination using books, thrives within many forms of Christianity, Islamic theology is resplendent with jinns that can intervene in everyday life, and no process is more mysterious than the divinatory practices that foretell the next Dalai Lama in the “Yellow Hat” school of Tibetan Buddhism. Some of the chapters presented herein will explore just some of those crevices in South Asian religions.
Freud’s Primal Horde: Fact or Fiction?Helen Farley
The existence of the 'primal horde' is central to Sigmund Freud's theories on the beginnings of totemism and incest taboo in humankind. In this paper we begin by considering Freud's theory and examining his sources namely J. J. Atkinson and in particular Charles Darwin. By Freud's own admission, the 'primal horde' had never been observed. We investigate the possibility that such a structure ever existed. We consider the evidence as sourced from Charles Darwin and examine the possibility that Darwin's words were misinterpreted. Freud's idea of the 'primal horde' was generally accepted in anthropological circles in the early twentieth century as evidenced by Geza Roheim's enthusiastic support. We review how this theory lost favour in later times by considering the opinion of William Schmidt.
The Evolution of the ‘Mother’ in TarotHelen Farley
The first tarot decks, beautifully hand-painted in the courts of
Northern Italy in the fifteenth century, boasted wonderful images of cherubim and angels, mysterious landscapes and many enigmatic figures wearing glorious robes of gold. At first glance, it would appear that the image of the mother was absent from these original decks. Though maternal images and themes were not explicit, I will argue that the mother has always been present in the tarot deck in some form, though admittedly a portrayal of maternity was not the foremost purpose of these cards. In the trumps, women appeared as
feminine personifications of the moon and astrology, the Theological and Cardinal Virtues, as the Popess (in more recent times known as the High Priestess), and as the Empress. Further, it was usually a woman who ruled over the World trump, typically the most powerful card in the deck. It was for the game of tarot that Queens were first added to the all-masculine court of King, Knight and Jack. By examining the likely identities of the female figures illustrated in Renaissance and subsequent decks, their status in the trump hierarchy and their subsequent divinatory meanings, I will argue that over nearly five hundred years, the role of the 'mother' in tarot has
become increasingly significant. In conclusion, I will demonstrate how the image of the mother has become explicit and integral in any New Age divinatory tarot decks, some entirely focused around the idea of the archetypal 'mother'.
Editorial 28(3): Preface to the Special IssueHelen Farley
Virtual worlds (referred to by some as multi-user virtual environments or MUVEs) have generated much attention and interest among tertiary education practitioners and researchers in recent years, with many universities and colleges making use of commercial platforms like Second Life or building customised platforms using open tools and resources to suit the particular needs of their staff and students. While a number of other journals have published special issues centred around the topic of virtual worlds in education (e.g. Bell, Savin-Baden & Ward, 2008; Chandler,
Collinson, Crellin & Duke-Williams, 2009; de Freitas & Veletsianos, 2010; Hunsinger & Krotoski, 2010; Rea, 2009; Salmon & Hawkridge, 2009; Steinkuehler & Squire, 2009; Twining, 2010), a noticeable majority of the articles published in those issues have emanated from the United Kingdom and United States. In recognition of the considerable innovation, experimentation and dialogue that has been taking place in the virtual worlds arena across the tertiary education sector in Australasia (see Dalgarno, Lee, Carlson, Gregory & Tynan, 2011 for a snapshot), this special issue called for contributions from within the Australasian region, as well as from those
farther afield able to position their work against the Australasian context. Articles were requested that addressed theory, research and practical issues related to the
use of the technology in both higher and vocational education.
Machinima as a Discussion Support System for Sugar Cane FarmersHelen Farley
This machinima was produced to function as a discussion support system, modelling the sorts of conversations sugar cane farmers need to have in order to make good farming decisions in light of climate information. The script was written by Neil Cliffe, a PhD candidate working on the discussion support system project, and recorded by professional sound engineers at the University of Southern Queensland. Top Dingo created the environment and avatars and shot the visuals, bringing it all together in this high quality machinima. This machinima challenges conventional views relating to the use of video in agricultural extension.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Mobile learning anytime, anywhere: What are our students doing?
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MOBILE LEARNING ANYTIME, ANYWHERE: WHAT ARE OUR STUDENTS DOING?
Angela Murphy
Australian Digital Futures Institute
University of Southern Queensland
Toowoomba, Australia
angela.murphy@usq.edu.au
Helen Farley
Australian Digital Futures Institute
University of Southern Queensland
Toowoomba, Australia
helen.farley@usq.edu.au
Michael Lane
School of Management and Enterprise
University of Southern Queensland
Toowoomba, Australia
michael.lane@usq.edu.au
Abdul Hafeez-Baig
School of Management and Enterprise
University of Southern Queensland
Toowoomba, Australia
abdul.hafeez-baig@usq.edu.au
Brad Carter
School of Agricultural, Computational and Environmental Sciences
University of Southern Queensland
Toowoomba, Australia
brad.carter@usq.edu.au
ABSTRACT
Recent developments in mobile technologies have provided unique opportunities for
learning and teaching. This paper reports on recent research undertaken at a regional
Australian university in order to understand how higher education students are using
mobile devices to support their learning. A survey instrument was developed and
deployed and the data collected analysed quantitatively. Upon analysis, these data
demonstrate that students are predominantly using laptop computers to support their
learning, but their use of smart phones and tablets are also used for a number of specific
learning activities. Further analysis indicates that in spite of the limitations in the formal
university infrastructure, many students would like to use their mobile devices for formal
learning as well as informal learning.
Keywords: Mobile learning, m-learning, smart technologies, student usage, higher
education
INTRODUCTION
Recent research suggests that mobile technologies offer unique opportunities for students to become
more engaged with learning activities beyond the boundaries of the learning management system
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(Matias & Wolf, 2013). The functionality of these devices is continuously enhanced through the
inclusion of features from established technologies such as Personal Digital Assistants (PDA), portable
media players, GPS navigation, digital cameras and eBook readers (Alley & Gardiner, 2012). This has
resulted in devices that enable the development of ubiquitous or seamless learning environments that
combine real-world and virtual resources. As a result, many educational researchers are exploring the
potential for mobile technologies to enhance student learning, with mobile learning becoming one of
the fastest growing areas within the field of ICTs in education (Pegrum, Oakley & Faulkner, 2013).
If mobile technologies are to be effectively used for education delivery, a key question becomes how
do we best use mobile technologies for teaching and learning? In addressing this, the first step is to
explore how students are already using mobile technologies to support their learning. The research
presented in this paper investigates the extent to which students currently have access to mobile
technologies and whether they are using these to support their learning. This research progresses
previous work conducted into student ownership of mobile devices (e.g. Oliver & Goerke, 2007;
McNeill, Diao, Gosper, 2011), by taking into account the rapid evolution of these technologies and shift
in relative popularity of different devices, with smart phones and tablets dominating the market in more
recent times. These devices have greater functionality and enable interactivity, thereby enhancing their
potential affordances for both formal and informal learning.
The data collected for this research will be used to inform the next phase of this research project which
is to develop a Mobile Learning Evaluation Framework (MLEF). The MLEF project is part of an
Australian Government-funded Collaborative Research Network program led by the University of
Southern Queensland (USQ) with the Australian National University (ANU) and the University of
South Australia (UniSA). Researchers from a range of disciplines at these three universities are working
together to develop a framework that will support institutional leaders and educators in higher education
institutions with providing sustainable mobile learning opportunities to students. As illustrated in Figure
1, the framework is being developed across four levels within the higher education environment: 1)
pedagogical (from the student perspective), 2) pedagogical (from the teacher perspective), 3) technical
and 4) organisational (Murphy & Farley, 2012). The trends, expectations and challenges experienced
by stakeholders at each of these levels will be explored prior to the development of the framework. The
data obtained during this study will be used to inform the second level of the framework.
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Figure 1: Four levels forming the foundation of the Mobile Learning Evaluation Framework (adapted
from Murphy & Farley, 2012)
LITERATURE REVIEW
Over the past ten years, a number of pilot studies have been conducted across a number of sectors to
investigate the impact of mobile technologies on learning and teaching (e.g. Elias, 2011; Wong, 2012).
One of the most consistent conclusions of these studies is that there remain a number of barriers that
influence the adoption of mobile learning initiatives, both at an institutional and at a user level. Higher
education institutions are cautious about investing in programs to provide students with mobile devices
for learning, due to the rapidly changing nature of mobile technologies (Alrasheedi & Capretz, 2013).
Bring Your Own Device (BYOD) refers to the use of a student’s own mobile technologies for learning
and has been identified as a viable and cost-effective alternative to institutions supplying technologies
for learning. It brings the added advantage of individuals being more comfortable and competent in
using their own devices, therefore enhancing the potential for mobile learning adoption (Shim,
Mittleman, Welke, French & Guo, 2013). A thorough understanding of how students are already using
their mobile devices to support learning could lead to the more effective and sustainable deployment of
mobile learning initiatives across the higher education sector. Though ICT infrastructure, staff and
student culture, levels of technical support, appropriate skillsets of staff and the ability to adjust
pedagogical approaches to teaching and learning are important considerations when planning for the
deployment of learning technologies, the student voice is also important and is frequently overlooked
(Gosper, Woo, Muir, Dudley, & Nakazawa, 2007). This research seeks to address this deficiency but
placing emphasis on the student voice.
In 2005 and again in 2007, Oliver and Goerke surveyed some 413 and 290 undergraduate students
respectively at an Australian university to determine their levels of mobile device ownership. In both
cohorts, just under half of the students owned laptop computers. Interestingly in 2005, some 8 percent
of students owned ‘handheld computers’, elsewhere described as PDAs. By the time of the next survey,
this percentage had decreased slightly. Mobile phones were the most popular devices with nearly 97
percent of both cohorts owning them. Even though the Apple iPhone was released in 2007 and smart
phones were becoming more visible in the marketplace, no distinction was made in the survey between
feature phones and smart phones. Tablets were absent from the technology landscape with MP3 players
and iPods being the only other technologies investigated. Ownership levels were reasonably high with
40 percent of students owning one in 2005, jumping to some 70 percent in 2007 (Oliver & Goercke,
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2007). Though the authors did not specifically investigate whether or not students used their devices to
support their learning, they did determine that students did use them for instant messaging (17.7 percent
in 2005, 12.0 percent in 2007), accessing blogs (79.3 percent and 70.2 percent), and listening to podcasts
(93.4 percent and 78.5 percent) (Oliver & Goercke, 2007).
A study conducted by Kennedy, Judd, Churchward, Gray, and Krause in 2008 questioned the widely
held assumption that students had sufficient access to technology and digital literacy levels to maximise
their learning using technology. The majority of students in this study had unrestricted access to mobile
phones (96 percent), desktop computers (90 percent), MP3 players (69 percent) and laptop computers
(63 percent). Learning activities were mostly undertaken on desktop or laptop computers, with mobile
phones reserved for voice calls and text messages. Again, no distinction was made between
smartphones and feature phones. A more recent study found that student ownership of laptop computers
had increased with most in the sample owning a laptop computer. (McNeill & Diao, 2011).
Interestingly, these students left their laptop computers at home rather than bring them to university due
to the weight of the devices. Also, though most students had phones that connected to the internet, only
one student had access to a smartphone and that was owned by a family member. The low levels of
smartphone ownership were attributed to the high cost of purchasing and using the devices. Most
students only used the basic functions of mobile phones including making phone calls and sending text
messages with few accessing the internet.
Kobus, Rietveld and van Ommeren (2013) surveyed 3132 students from a Dutch university in The
Netherlands in November, 2011. Their study investigated student ownership and on-campus use of
laptops, tablets and smartphones and found that at that stage, only 11 percent of students owned or
shared a tablet computer yet 68 percent owned a smartphone. Their research explored attitudes towards
making laptop computers mandatory for use at university and found that 87 percent of students found
laptop computers were too cumbersome to carry, supporting McNeill and Diao’s (2011) conclusions.
While these studies provide important insights into the uptake of mobile devices by university students,
there remains a need to obtain information that is both applicable to the Australian higher education
context and is up-to-date with respect to recent rapid advances in mobile technology. Further, there was
very little research conducted into how students used mobile technologies to support their learning.
This research seeks to address these issues.
RESEARCH METHOD
A quantitative survey was designed in April 2013 consisting of 28 closed and one open form question.
It was divided into four sections: 1) student demographics; 2) the availability and quality of internet
access; 3) ownership and access to mobile devices; and 4) usage of mobile devices to support learning.
Participants were asked about their access and use of both mobile and tethered technologies such as
desktop and laptop computers to enable comparison. The research instrument was initially piloted on a
small sample of students and a few minor revisions were made. Two additional closed questions about
the types of operating systems on tablets and smartphones were included in the revised survey
instrument. The survey was administered using the online survey tool, Qualtrics. Questions about the
learning activities engaged in by students were filtered according to the devices that students either
owned or had the use of. This ensured that students only completed questions about technologies that
they owned or actively used. The survey was piloted during March and April 2013. Course examiners
from 13 online courses at USQ disseminated the link to their students for the pilot. Four of USQ’s five
faculties were represented: the faculties of Sciences, Business and Law, Arts and the Faculty of
Education. Students were invited via email or via course discussion forums to participate. After
refinement of the survey, a link was placed on the university announcement portal and was available to
students during June and July 2013. Participation was voluntary and no incentives were offered to
students.
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A total of 186 potential participants accessed the online survey and after removal of unusable responses,
a sample of 100 participants was retained. Of the total sample, 37 completed responses were obtained
during the survey pilot and 63 during the second data collection stage. The majority of the sample
represented Australian residents (87 percent) and the remainder were international students (13
percent). Both on-campus (53 percent) and distance students (46 percent) were equally represented.
Undergraduate students made up 78 percent of the sample and 22 percent were postgraduate students.
A third of the sample consisted of first year students (35 percent). The sample consisted of more female
(63 percent) than male (37 percent) participants and the age of students ranged from 17 to 61 with a
mean age of 33 (SD=10.53). Furthermore, most of the participants were employed in addition to
studying (63 percent), working a minimum of 4 hours and a maximum of 80 hours a week (M=26,
SD=18.52).
RESEARCH FINDINGS
Ownership and use of mobile technologies for learning purposes
Survey participants were presented with a list of mobile technologies and asked whether they owned
the device, had access to the device or neither owned nor had access to the device. Later, students were
asked questions about how they used the devices they owned or had access to. Figure 2 indicates student
ownership of mobile and tethered computing technologies. As illustrated, 87 percent owned and 8
percent used a smartphone, similarly 88 percent owned a laptop and 6 percent used one. Half of the
participants owned (49 percent) or used (7 percent) an MP3 player; slightly fewer than half owned (46
percent) a tablet computer. An additional 21 percent of students used tablet computers resulting in a
total of 67 percent of students having a tablet device at their disposal. Ownership of eBook readers (17
percent), netbook computers (15 percent) and feature phones (21 percent) was less common.
Figure 2: Ownership or access to mobile technologies
Further analysis revealed that students owned or used on average five (SD = 1.28) of the mobile
technologies on the list, and the minimum number of technologies owned by each student was two.
Half of students who owned a smartphone (45, 52 percent) also owned a tablet computer. The four
students who did not own or use a smartphone all had a feature phone and one had a tablet computer.
Of the six students who did not own or use a laptop, all had a desktop computer and three had a netbook,
two had a tablet computer and all had a smartphone. During the second data collection stage, a question
6. Australasian Journal of Information Systems Volume 18 Number 3 2014
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was added to ask about the type of operating system participants had on their smartphones or tablet
computers. Students who owned smartphones either had Apple iOS operating systems (35, 58 percent)
or Android systems (21, 35 percent). Three students owned a phone with a Windows operating system
(5 percent). Those who owned tablet computers mostly had iOS operating systems, i.e. they owned
iPads (25, 56 percent), 24 percent (11) had Windows operating systems and 20 percent (9) had Android
systems.
Participants were requested to indicate which of the technologies they owned or used, were used to
support their learning. They were informed that this could refer to activities including accessing course
materials, participating in discussion forums, communicating with other students or lecturers, or
searching for information for their studies. Unsurprisingly, the dominant technology used to support
learning was the laptop computer with 85 percent of respondents using them for this purpose. Tablet
computers (72 percent) and smartphones (64 percent) were also used extensively by students to support
their learning. Technologies such as MP3 players (23 percent), eBook readers (30 percent) and feature
phones (17 percent) were used less often for learning purposes. Half of the students who owned netbook
computers (50 percent) used them to support their learning. This suggests that lecturers could consider
incorporating mobile learning initiatives into learning settings without potentially disadvantaging
students without mobile technologies as most, if not all students own or have access to one or more
mobile device. Furthermore, as smartphones or tablet computers are favoured by students as tools to
support learning, there is scope to incorporate more sophisticated learning activities within classroom
environments. These may include quizzes and polls which enable students to engage interactively with
the learning content and the lecturer.
Frequency and location of use of mobile technologies for learning
All participants who owned or used each device were asked how frequently they used them to support
their learning activities (See Figure 3). Laptop computers were used most frequently by students to
support learning activities with 77 percent using them at least daily. Smartphones were the second most
frequently used device with 52 percent using them on a daily basis to support learning, just surpassing
the desktop computer (47 percent). Only some 42 percent of tablet computer owners were using them
on a daily basis to support their learning, although a further 26 percent were using them for this purpose
a few times a week. This suggests that tablet computers are being used more frequently than desktops
computers over a period of a week.
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Figure 3: Frequency of use of mobile technologies for learning
There is some debate in the literature (Sharples, Taylor, & Vavoula, 2005) as to whether students really
do learn while physically moving between places. To explore this issue, participants were asked to
indicate on a range of options, all of the locations where they used each of the technologies they owned
or used specifically for learning. They were also encouraged to enter other locations if the location was
not otherwise listed. The desktop computer was excluded in the analysis of the results as it is not mobile
and the feature phone was excluded due to the low number of students who used this device for learning.
Figure 4 shows that the home is the primary location for use of larger as well as easily portable mobile
technologies such as smartphones (81 percent), eBook readers (82 percent) and tablet computers (82
percent). Although a surprisingly large proportion of students use smartphones (66 percent) and tablet
computers at university (57 percent). Netbook computers (57 percent) are also more likely to be used
at university than laptop computers (47 percent), most probably due to their size.
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Figure 4: Use of mobile technologies for learning: by location
A large number of students are engaging in learning activities using their mobile technologies in
locations other than at home or at university. A majority (67 percent) are using their smartphones to
learn while travelling as a passenger in a vehicle, and 42 percent are using their tablet computers in this
context. Smartphones are also being used extensively in other non-traditional locations for learning
activities such as at work (47 percent), while walking (44 percent) and in public locations such as parks
(41 percent). MP3 players are popular for learning while walking (44 percent). Additional open
comments provided by students included locations such as on holiday or on work trips away from home,
in transit between daily activities such as waiting in a doctor’s office, at a child’s school or sports event
or at a friend’s house. A comment from a participant which signifies the transitory nature of mobile
learning was “everywhere, it’s attached to me.” These findings indicate that students do take advantage
of physical mobility between locations as well as locations outside designated study spaces to engage
in learning. Therefore lecturers who provide students with podcasts, video recordings or other
multimedia content that can be downloaded and accessed from a mobile device are well placed to
capture the attention of students seeking to engage with their studies outside of formal study locations
and times.
Using mobile devices to support learning
Very few previous studies have attempted to discern the type of learning activities that students use
mobile technologies for, particularly smartphones and tablet devices. To this end, students were
provided with a list of potential learning activities and requested to indicate which they conducted on
each of the mobile technologies that they owned or used. They were also provided with an open entry
field to describe additional activities not on the list. Students could also indicate if they did not
participate in the activity. Unsurprisingly, laptop computers were used for the majority of learning
activities, except for taking photos or videos (23 percent), which suggests that this is still the dominant
technology used by most students for learning purposes. Desktop computers were used for fewer
activities, and most students used desktop computers for accessing or reading course materials (57
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percent), searching the internet for course related information (57 percent), communicating using emails
(52 percent), and accessing the university's LMS (51 percent). Tablet computers and smartphones were
used for very different activities suggesting that students consider them to be useful for significantly
different aspects of their study. Tablet computers were used by students mostly for engaging with their
formal learning materials, for example course materials (63 percent) and course textbooks (50 percent),
searching the internet (56 percent) and taking notes (55 percent). Smartphones were most likely to be
used for interactive communication and engagement with peers and teachers through emails (62
percent), social media (59 percent) and information sharing (52 percent). Smartphones were also used
extensively to take photos or videos to support learning (66 percent).
Figure 5: Frequency of learning activities undertaken with mobile technologies
Figure 5 (detailed figures provided in Table 1) provides some interesting insights into the extent to
which students are using mobile technologies across a range of learning activities. Firstly, a feature
phone is rarely used for the learning activities indicated, while the laptop is the most widely used device
for learning. The laptop computer has logical troughs in use in some learning activities such as taking
photos or videos. Smartphone usage provides some interesting insights with some learning activities
such as sending and receiving email showing conducted often by students, whereas completing
assignments was relatively uncommon. Tablets computers are sitting in the middle overall in terms of
usage for the range of learning activities assessed in this study, again with some logical troughs and
peaks in usage across the learning activities. These findings demonstrate that students are actively using
their mobile technologies in specific ways to support their learning. As smartphones are used as devices
to provide instant access to online information there is scope for these technologies to be used
effectively to engage students more interactively during on-campus lectures. For example, students
could be asked to search on a topic and provide feedback in small groups on information found rather
than rely on the lecturer to transmit the information to them. For distance education students, learning
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content that is accessible on mobile technologies offer opportunities to take advantage brief moments
between family and work responsibilities to engage in learning.
Learning activities Laptop
Desktop
computer
Tablet
computer
Smartphone Netbook
Standard
mobile
phone
MP3
player
E-book
reader
Sending and receiving
emails (to/from the
course leader or other
students)
75% 53% 48% 61% 24% 0% 0% 0%
Accessing or reading
course materials
81% 56% 60% 26% 40% 0% 0% 26%
Listening to course
audio materials such
as lectures or podcasts
72% 39% 28% 14% 24% 0% 19% 0%
Watching course
videos such as video
recordings of lectures
74% 40% 33% 9% 20% 0% 2% 0%
Reading prescribed
course textbooks
62% 33% 48% 11% 16% 0% 0% 32%
Searching the internet
for course related
information
76% 54% 57% 41% 28% 0% 2% 5%
Completing
assignments
78% 47% 18% 2% 28% 0% 0% 0%
Participating in
discussion forums
76% 39% 40% 22% 16% 0% 0% 0%
Searching online
databases such as
journals or
publications
73% 43% 28% 12% 24% 0% 0% 0%
Accessing the
university Learning
Management System
78% 50% 50% 44% 36% 0% 0% 0%
Using video or audio
conference tools such
as Skype to
communicate with
fellow students or
course leaders
60% 26% 18% 15% 12% 0% 0% 0%
Communicating on
social media sites
(such as Facebook or
Twitter) about your
studies
69% 33% 48% 60% 20% 4% 0% 5%
Taking photos or
videos to support your
learning
22% 8% 37% 65% 0% 4% 0% 0%
Take notes 65% 29% 53% 38% 28% 4% 0% 0%
Share information
with other students
69% 39% 48% 54% 32% 4% 0% 0%
None of these 12% 31% 20% 21% 52% 88% 81% 58%
Table 1. Detailed frequencies of learning activities
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Preferences and attitudes towards use of mobile technologies for learning
Mobile learning can be described as the ability to learn anytime, anywhere (Traxler, 2005). To identify
student preferences for and attitudes about mobile learning, participants were requested to respond to a
series of statements on a five point scale from strongly agree (5) to strongly disagree (1). The
overwhelming majority of students want to be able to learn anytime, anywhere (M=4.49, SD=0.84) and
would like to be able to use their mobile technologies to support their learning (M=4.47, SD=0.86) (see
Figure 6). The majority of students also indicated that they would like to use their mobile devices in
formal learning environments such as in lectures or on excursions. Interestingly, a third of students
disagree (12 percent) or strongly disagree (17 percent) that they would like to use their mobile devices
in this context.
Further examination was undertaken using Pearson's Correlation to identify a potential reason for this
finding. A strong negative correlation was found between this statement and the statement: “I would
not want to use my mobile device in class or as part of my learning it is for staying in touch with my
family and friends” (r=-0.46, p<.000, n=93). Weaker negative correlations were also found for the
perceived cost of this type of use: “using mobile devices for learning will be too expensive for me” (r=-
0.37, p<.000, n=93) and availability of sufficient internet access: “the internet access is too limited to
effectively use mobile learning” (r=-0.34, p<.05, n=93). This suggests that there is a cohort of students
who are opposed to using mobile technologies in formal learning spaces due to the cost of using the
devices, the limited availability of internet access in these locations, and the perception that mobile
devices are personal objects only to be used for personal communications.
Figure 6: Attitudes towards using mobile for learning
Activities and learning materials designed for mobile technologies have not yet been effectively
accommodated in the learning policies of the university where the research took place. Students were
requested to indicate on a five point scale from very unlikely (1) to very likely (5), how likely they
would be to use smartphones, tablet computers, e-book readers or MP3 players for learning if
appropriate resources were available to support these devices. The results are presented graphically in
Figure 7.
The reason for this question was to determine whether use of mobile technologies for learning purposes
would increase with the improved availability of appropriate resources. The tablet computer proved to
be the device that the most students would want to use to support learning with 76 percent indicating
that they would be likely or very likely to use this technology for learning (M=4.10, SD=1.35). Students
indicated that smartphones were marginally less desirable for use as learning devices (M=3.87,
SD=1.35). This suggests that tablet computer may yet surpass smartphones as the learning technology
of choice for students in the near future. eBook readers (M=3.00, SD=1.46) and MP3 players (M=2.63,
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SD=1.39) were considered to be beneficial for learning by fewer students, yet still appear to be preferred
by some students to support learning.
Figure 7: Preferences for using mobile technologies for learning
DISCUSSION
Findings from this research demonstrate that the adoption of mobile technologies, particularly
smartphones and tablet computers, has increased considerably over the past three or four years. The
results from this research markedly differ from the findings of previous studies which suggest that
students’ everyday use of technology centres on well-established technologies such as laptop computers
and mobile phones without the internet (Gosper, Malfroy, & McKenzie, 2013). In contrast, most
students in the sample had access to smartphones and a large proportion had tablet computers, which is
surprising as these technologies were only gained significant market share in early 2011.
Students are also using their mobile devices to support increasingly sophisticated learning activities
previously only possible with computers. Up until relatively recently, desktop computers were the
primary technology to support learning activities and mobile phones were considered to be tools for
interpersonal communications through calls, text messages or emails (Ellis & Newton, 2009). Students
in this sample appear to have leveraged the greater functionality and connectivity of smartphones and
tablet devices and are actively using these technologies to support their learning. The smartphone in
particular is being used by students for collaborative activities such as sharing information and
communicating through social media. This supports findings by Gikas and Grant (2013) who found
that students with mobile devices in classrooms benefited extensively from the constant connectivity
available to them and the ability to communicate with classmates and instructors. The results from this
study demonstrate that students use tablet computers very differently to smartphones. Students appear
to use tablet computers more as a transmissive technology to access course materials and the internet,
rather than as a collaborative tool. This may simply be because students are still early adopters of tablet
computers and may be unaware of the ways to use the devices to support greater collaboration and
interactivity with peers and learning materials. The level of access students have to sophisticated
devices, as well as the extensive use of these devices to support learning, clearly indicates that students
would benefit from the provision of initiatives to support mobile learning both on-campus and at a
distance.
This study shows that students engage with learning while they are on the move and in non-traditional
learning locations as they go about their daily lives. One limitation of this study is that it is not possible
to identify the exact nature of the mobile learning activities that students are engaged in. A series of
online and on-campus focus groups are currently underway to gain greater insight into these trends.
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Data about the attitudes and preferences of students towards the ability to learn anytime, anywhere
raises a few concerns when considering the piecemeal support of this kind of learning by institutions.
The majority of students appear to want to be able to learn anytime, anywhere and prefer to use their
mobile devices for informal learning. There appears to be some resistance to the use of these devices
for formal learning purposes as a third of students are uncertain or opposed to the use of their own
technologies within classrooms or on excursions. These findings have significant implications for
institutions that wish to rely on BYOD policies to encourage greater interactivity during classroom
sessions. The high correlation with statements that indicate concern about the cost implications of this
type of use and the availability of internet access does suggest that some of these concerns could be
rectified by ensuring students have adequate access to free on-campus internet. The potential for mobile
technologies to enhance and enrich student learning also poses challenges for higher education
institutions. If academics start to embrace the possibilities for enhancing and enriching student learning
through well designed learning activities which are fit for purpose for the different types of mobile
technologies, then this may also be a double edged sword. Students who don’t have access to these
mobile technologies and the accompanying connectivity may be severely disadvantaged in their
learning.
CONCLUSION
This research was aimed at obtaining exploratory data about the ownership of mobile technologies
among higher education students and their use of these technologies to support informal learning. The
findings of this research clearly indicate that a range of mobile technologies which are fit for purpose
for a range of learning activities, are being embraced by students. Laptops, smart phones and tablets
devices appear to be dominant technologies being used by students for a range of learning activities.
The use of these mobile technologies across these learning activities have logical troughs and peaks
indicating that students are using these mobile technologies in a common sense and programmatic
manner to best effect to support their learning. Furthermore our findings indicate that mobile
technologies present both opportunities and challenges to academics and institutions to create learning
activities which better utilise the multi-functionality of mobile technologies such as laptops, smart
phones and tablets. But at the same time this also creates some dilemmas in that learning activities
which are facilitated by mobile technologies may actually disadvantage students who don’t have access
to these technologies and connectivity. This study has the potential to support institutional planning by
providing insights into the ways students are currently using technologies for learning and their attitudes
preferences for future use.
Next steps and future research directions
It is a limitation of this study is that it only presents findings from a very early exploratory investigation
of the use of mobile technologies for personal and professional use within the student cohort of a large
distance education institution within regional Australia. As such, the study does not address the
potential impact of specific mobile learning interventions on student learning outcomes. The survey
developed for this research will soon be deployed with students at ANU and UniSA. This will increase
the representativeness of the results and gain a more complete picture of mobile device ownership and
use to support learning by Australian students in a range of institutional contexts (Go8 versus Regional
Universities Network, distance versus face-to-face). The survey has also been deployed in a number of
Asian countries including Malaysia, Thailand, Vietnam and China to see if identified trends are
consistent across other Asian countries. Focus groups are currently underway with students at USQ,
ANU and UniSA to further tease out how students are using mobile devices to support their learning,
and the personal and institutional barriers to use they face. The resulting data from these studies as well
as the focus groups conducted at the three universities will be used to develop a model for the
pedagogical learning level of the MLEF (see figure 1). A survey will be developed to test this model
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and will be disseminated to the three universities involved in the study as well as other Australian and
international higher education institutions. The aim of the final MLEF will be to provide institutions
with a model representative of the mobile learning trends and preferences of students across a range of
cultures and disciplines. The data from these studies will also be made available for use as
benchmarking data for other organisations.
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ACKNOWLEDGEMENTS
This project is supported through the Australian Government's Collaborative Research Networks
(CRN) program.
An earlier version of this paper was presented at the Australasian Conference on Information Systems
(ACIS) 2013 in Melbourne, Australia.