Conference Paper

Mobile learning and integration of advanced technologies in education

DOI: 10.1145/1330598.1330695 Conference: Proceedings of the 2007 International Conference on Computer Systems and Technologies, CompSysTech 2007, Rousse, Bulgaria, June 14-15, 2007
Source: DBLP


Basic problems of advanced forms of education are insufficient flexibility, mobility and adaptability to learners needs of information and education whenever and wherever it is necessary. Some of the problems find their solution in capabilities of mobile education. Basic characteristics, advantages and existing challenges to that new and most flexible form of learning are presented in the paper. Issues of integration and combination of collaborative learning characteristics and functionalities of mobile technologies are overviewed. Strategic solutions for learning types development and integration of advanced technologies in different forms of education are presented.

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    • "Students should have universal access to mobile technologies that enable critical thinking, differentiation and solving problems (Wylie, 2012). Yordanova (2007) confirmed that mobile learning can improve collaborative learning. Indeed, the Wi-Fi connectivity of mobile devices, their capacity to collect information and to detect locations can all be exploited creatively to enhance group learning. "
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    ABSTRACT: Inspired by the theory of activity, the context model and previous researches, this paper proposes a model bringing together the key concepts of a mobile learning environment based on the concept of contextualization, major advantage of mobile learning. It details the learning mobile environment, its main components, its characteristics and the different interactions between them. The proposed model meets the constraint of mobile learning complementarity, allowing flexibility in its integration with classroom learning such as e-learning or blended learning. It mainly improves upon conventional learning methods and advocates others such as situated, interactive and connectivist learning. Indeed, research several that mobile learning enhances the educational program and reinstates it into the daily lives of learners through their own mobile technologies. Properly implemented, Mobile Learning can make learning activities as fun, as beneficial and certainly more motivating for learners and educators especially in the mobile era where traditional learning methods don't meet all learners' needs. Mobiles, connected and in constant social interaction, learners require learning systems more adapted to their communicative and interactive nature. This paper is an early implementation of this concept in learning systems. It aims to help educators to integrate mobile technologies into their learning activities without alternating their educational goals.
    Research Journal of Applied Sciences, Engineering and Technology 01/2014; 7(21):4584-4592.
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    • "However, a recent form of learning, namely, mobile learning (M-Learning) was introduced due to the tremendous advancement in Internet technologies, and the exponential growth in the processing power, availability, and affordability of wireless mobile devices while becoming more affordable.[6] [7]. The Arab-Homeland consists of 22 countries occupying an area close to 10 millions Km 2 and housing more than 350 millions citizens. "
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    ABSTRACT: In this paper, we propose a unified and interactive mobile learning (M-Learning) model to help with expanding and spreading education in the Arab Homeland countries. The model utilizes a new competitive spot beam satellite communication technology, which enables efficient channel allocation, where communication channels can be allocated to specific and precise areas. The proposed model is referred to as the interactive Arab education satellite (IAESat).The communication satellite can efficiently and effectively cover the entire Arab Homeland and reaches a wide area and mobile users that cannot be reached otherwise. The model implements existing interactivity components to enhance the learning process and meet international standards in education.
    International Journal of Interactive Mobile Technologies (iJIM) 04/2011; DOI:10.3991/ijim.v5i2.1600
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    • "In the 1990s, a new form of learning was emerged, namely, mobile learning (m-learning), which is generally defined as learning through relatively small-size, lowpower consumption, low weight to accompany users anytime and anywhere, location independent, and context-aware devices, like laptops, mobile phones, smart phones, personal digital assistants (PDAs), and any other mobile microprocessor-based devices that may be use in learning (Roschelle, 2003; Wains and Mahmood, 2008; Ahmad, 2009; Laxman, 2009; Issa et al., 2011). M-learning emerges mainly due to the impressive development in computer, communication, and internet technologies which led to the production of powerful mobile devices; the expansion of wireless communication systems, the tremendous advancement in internet protocols; the affordability of mobile devices; and the demands for continuous business and social communications (Trifonova and Ronchetti, 2003; Upadhyay, 2006; Yordanova, 2007; Williams, 2009). Hence, many terms have been used to define m-learning, for example web-based learning, internet-based learning, and online learning. "
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    ABSTRACT: There has been an enormous increase in the use of mobile learning (m-learning) systems in many fields due to the tremendous advancement in information and communication technologies. Although, there are many frameworks that have been developed for identifying and categorising the different components of m-learning systems, most of them have some limitations, drawbacks, and no support for quantitative assessment for the success factors (global weights) of the system criteria. In this paper, a new scalable hierarchal framework is developed, which identifies and categorises all components that may affect the development and deployments of cost-effective m-learning. Furthermore, due to the hierarchal structure of the framework, any of the analytic hierarchy process techniques can be used to quantitatively estimate the success factors of the system criteria. In order to demonstrate the benefits and flexibility of the new framework, we develop an interactive software tool for computing success factors of the different system criteria. The tool is referred to as SFacts, and it is used to compute success factors for different sets of preferences.
    International Journal of Mobile Learning and Organisation 01/2011; 54(5):299-316. DOI:10.1504/IJMLO.2011.045319
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