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Uses of Mobile Phones in Higher Education
... Similarly, Lubega et al. (2004) conducted a study to investigate the attitudes of high school students towards mobile phones and learning. This study took place in the United Kingdom. ...
... The total mean of this domain reports is 3.52, which shows that the teachers are aware of the importance of using social media in their teaching since the communicational apps advanced used recently. These findings are somewhat similar to the findings of (Lubega et al. ,2004;Wei and Chen, 2006;Inagaki et al., 2004;Traxler et al., 2005;Genossar et al., 2008;Seechaliao, 2014;Alrshedi, 2012;Galant, 2016;Zelick, 2013;Lie, 2013;Gewerc, A., Montero, L., & Lama, M., 2014;Simons, Ocepek, & Barker, 2016;Sim, T., Naidu, D. & Apparasam, D., 2014;Lubega et al., 2004;Wei & Chen, 2006;Inagaki et al., 2004;Traxler et al., 2005;Genossar et al., 2008;Seechaliao , 2014;and Echenique, Molías, & Bullen, 2015). However, these findings contradict those of a study by Kelli K. (2014), who found that community college teachers perceived online media as less important than what was found in this study. ...
... The total mean of this domain reports is 3.52, which shows that the teachers are aware of the importance of using social media in their teaching since the communicational apps advanced used recently. These findings are somewhat similar to the findings of (Lubega et al. ,2004;Wei and Chen, 2006;Inagaki et al., 2004;Traxler et al., 2005;Genossar et al., 2008;Seechaliao, 2014;Alrshedi, 2012;Galant, 2016;Zelick, 2013;Lie, 2013;Gewerc, A., Montero, L., & Lama, M., 2014;Simons, Ocepek, & Barker, 2016;Sim, T., Naidu, D. & Apparasam, D., 2014;Lubega et al., 2004;Wei & Chen, 2006;Inagaki et al., 2004;Traxler et al., 2005;Genossar et al., 2008;Seechaliao , 2014;and Echenique, Molías, & Bullen, 2015). However, these findings contradict those of a study by Kelli K. (2014), who found that community college teachers perceived online media as less important than what was found in this study. ...
... (2) Learning is a social-cultural process and teachers and peers are part of the individual cognitive process. (3) (Lubega et al, 2004). If we add to the above the fact that people spend more than 50% of their time outside their office or classroom (Hayes et al, 2004), it is only understandable why mobile phone companies are working hard to develop the "3G" (3 rd generation) mobile phones that will enable users not only to talk but actually do almost everything they now do with their PC. ...
... Lubega et al (2004) conducted a survey among high-school students in the UK, regarding their attitudes towards mobile phones and learning. They found that most students felt positive about using the mobile phone for communication purposes (phone calls, SMS, MMS and emails) , specifically: group work, discussion, help offered to and from classmates, receipt of personalized information, communication with the teacher, issuing of spot quizzes.Another attitude survey conducted among elementary kids in Japan(Inagaki et al, 2004), ...
... While there is a wealth of literature on the use of mobile phones within educational settings, the focus of most studies is on either the potential for distraction by mobile phones (Goundar 2014;Shrivastava, Shrivastava, and Muscat 2014), or the opportunities that phones provide for mobile learning, remote access to content or as tools for increasing engagement (Lubega et al. 2004;Herrington and Herrington 2007;Fang 2009;Herrington et al. 2009;Jackson 2012;Bradley and Holley 2013;Lahlafi and Rushton et al. 2016). For example, many studies have shown the potential for mobile phones as audience response systems (e.g. ...
Providing hands-on practical education without access to laboratories during the Covid-19 pandemic has required creativity and innovation. In this paper, co-authored by academic staff and students, we describe an at-home mobile phone-based ‘spectrophotometer’ experiment used in an introductory undergraduate biology course. Using colour picker apps, a smartphone can be used to quantify concentration, which was used to compare the strengths of different brands of tea. The protocol is designed to be low-cost and safe to perform outside of a laboratory. Students used the methods to learn important biochemical methods such as preparing dilutions, constructing calibration curves, normalising data and testing a hypothesis. We reflect on the experience of developing and using the protocol from a staff and student perspective, which highlights the advantages of this approach in terms of student independence and inclusivity. We also suggest alternative experiments that could be performed using the protocol. We encourage biology educators to think creatively about the possibilities for using mobile phones or at-home experiments in their teaching. Our experience suggests that at-home experiments like this protocol will have value even after the pandemic is over, particularly in terms of inclusivity.
... 93% felt that its valuable to use phones for teaching. In the UK it is estimated that 81% of 11-15 year olds and 96% of 16-24 year olds have a mobile phone [7]. Similar projects have been established in Europe as well. ...
... Stead (2005) confirmed that mobile learning is able to reach places that other methods of learning cannot; it is a bridge to Information Technology and it is suitable for collaboration and communication. Lubega, McCrindle, Williams, Armitage and Clements (2004) conducted a survey among high school students in the United Kingdom regarding their attitudes towards mobile phones and learning. They established that most students felt positive about using the mobile phone for communication purposes (phone calls, SMS, MMS and emails), specifically group work, discussion, help offered to and from classmates, receipt of personalized information, communication with the teacher and issuing of spot quizzes. ...
The study explored learners’ experiences with the mobile learning technology-based
instruction module (MLTBIM) in learning Functions and related concepts. A sample of
thirty-nine participants was purposefully drawn from the Grade 10 Mathematics classes
in a selected historically disadvantaged rural senior secondary school. Adopting a case
study research design, an attitude test was used in the collection of data. Microsoft
Excel was used in presenting and analysing the data. The first finding of the study was
that most respondents viewed the Mobile Learning Technology-Based application as very
useful in the teaching and learning of Functions and related concepts. Secondly, most
respondents upheld the view that Mobile Learning Technology-Based Instruction (MLTBI)
was an effective method to learn Mathematics. Lastly, most of the respondents
advocated that the application used in MLTBI enhanced their conceptual understanding
of linear, quadratic and exponential functions. To conclude, the participants were
convinced that cell phone devices and the Math4Mobile software were very useful and
effective in the teaching and learning of Functions and related concepts regardless of
the fact that there were some shortcomings involved.
... Additionally, although not required, 70% of the students agreed to use their personal phones to receive course related texts from their teachers. This finding is supported by research that showed that most high-school students felt positively about the ability of mobile phones to support interaction (Motiwalla, 2007) and about using mobile phones for class communication activities (Lubega et al, 2004). Roblyer and Doering (2009) asserted that technology has the ability to engage and motivate students while providing teachers with unique instructional opportunities. ...
... En agosto del 2003, en Hong Kong, el teléfono móvil tuvo un índice de penetración del 98,2% (Wong & Csete, 2004). En Inglaterra se estima que el 81% de jóvenes entre 11 y 15 años y el 96% de jóvenes entre 16 y 24 años de edad tiene un teléfono móvil (Lubega et al., 2004). En Colombia la penetración alcanza a un 83% (Industria Móvil, 2008a). ...
... En agosto del 2003, en Hong Kong, el teléfono móvil tuvo un índice de penetración del 98,2% [182]. En Inglaterra se estima que el 81% de jóvenes entre 11 y 15 años y el 96% de jóvenes entre 16 y 24 años de edad tiene un teléfono móvil [93]. En Colombia la penetración alcanza a un 83% [78]. ...
En este informe se presenta el estado del arte sobre lo que concierne al aprendizaje móvil con uso de tecnología, mobile Learning (mLearning). Las áreas abordadas en este estado del arte corresponden a movilidad y uso de dispositivos móviles, experiencias de mLearning, y videojuegos móviles para el aprendizaje.
Todo el material corresponde a una recopilación de publicaciones realizada por el equipo a cargo de este entregable, conformado por investigadores de la Universidad Carlos III de Madrid, Universidad Politécnica de Madrid y Universidad de Chile. Las fuentes revisadas han sido: base de datos de ACM e IEEE; proceedings de las conferencias CHI, ICDVRAT y ED-MEDIA; base de datos de revistas científicas tales como Ebsco, Oxford Journals, Catálogo Bello de la Universidad de Chile; y scholar.google.com. Los parámetros de búsqueda utilizados han sido celular games, seriuos games, mobile games, mobile learning, m-learning, mlearning, games and education, PDA games for education, juegos en educación, aprendizaje móvil, juegos serios, y juegos para celulares.
... En agosto del 2003, en Hong Kong, el teléfono móvil tuvo un índice de penetración del 98,2% [182]. En Inglaterra se estima que el 81% de jóvenes entre 11 y 15 años y el 96% de jóvenes entre 16 y 24 años de edad tiene un teléfono móvil [93]. En Colombia la penetración alcanza a un 83% [78]. ...
En este informe se presenta el estado del arte sobre lo que concierne al aprendizaje móvil con uso de tecnología, mobile Learning (mLearning). Las áreas abordadas en este estado del arte corresponden a movilidad y uso de dispositivos móviles, experiencias de mLearning, y videojuegos móviles para el aprendizaje.
Todo el material corresponde a una recopilación de publicaciones reallizadas por el equipo a cargo de este entregable, conformado por investigadores de la Universidad Carlos III de Madrid, Universidad Politécnica de Madrid y Universidad de Chile. Las fuentes revisadas han sido: base de datos de ACEM e IEEE; proceeding de las conferencias CHI, ICDVRAT y ED-MEDIA; base de datos de revistas científicas tales como Ebsco, Oxford Journals, Catálogo Bello de la Universidad de Chile; y scholar.google.com. Los parámetros de búsqueda utilizados han sido celular games, serious games, mobile learning, m-learning, mlearning, games and education, PDA games for education, juegos en educación, aprendizaje móvil, juegos serios, y juegos para celulares.
... Currently, studies indicated that users of a wireless phone are found to have positive attitude towards using the technology for communication purposes (phone calls, SMS, MMS and e-mails), specifically for group work, discussion, help offered to and from classmates, receipt of personalized information, communication with the teacher, issuing of spot quizzes, etc. (Lubega et al., 2004). Similar attitudinal studies by Nagaki et al. (2004) also revealed similar results. ...
Purpose
This study seeks to explore the utilization of mobile phone services in the educational environment, explore the nature of mobile phone use among university students, and investigate the perception of university students on mobile phone uses in library and information services.
Design/methodology/approach
The study used a review of literature to investigate about the nature of wireless phone application in education institution and a survey to collect data from 206 undergraduate students from two academic faculties in a Malaysian public university to explore the respondents' perception and the nature of wireless phone use.
Findings
The respondents' perceptions on the application of wireless hand services in the context of library and information services were found to be very positive. A high majority of the respondents indicated their willingness to become the users of such services if offered.
Research limitations/implications
Limitations in this study are related with the ability of the result to be generalized to other user groups. More research needs to be conducted on the interface design and retrieval to fit information in a much smaller application device that is also limited by a smaller bandwidth.
Practical implications
The findings should assist information providers such as libraries and telecommunication service providers in designing the system that allows for effective access to various information and library services using mobile phones.
Originality/value
This study should be an eye opener for both the researcher and the practitioners that the wireless application services are still lacking, despite the increasing needs from the users.
This study aims to analyze the problem solving skills of grade VII students in learning metacognitivestrategy type IDEAL. The method used is qualitative research with descriptive approach to analyzethe result of mathematics problem solving test with indicator 1) understand and represent problem,2) choose or plan the solution, 3) solve the problem according to plan, and 4) re-check the result.This research was conducted in Madrasah Tsanawiyah Wanasaba sub-district. The time of theresearch was conducted in the even semester of the 2015/2016 school year, starting from February2016 until March 2016. The results showed that 6.41% of students were able to plan the solution,11.54% of the students were able to solve the problem as planned and 82.05 % of students wereable to re-examine the results obtained. Based on these results, IDEAL type metacognitive learning
strategy can improve students' math problem solving skills.
This paper presents a pilot case study involving learning processes within a mobile learning environment, Math4Mobile 1 , a cellular application for mathematics learning. Mobile phones introduce new types of communication styles and unique features like mobility and availability. Handheld devices can improve classroom dynamics owing to their computation and communication capabilities, face-to-face interactions and collaborative learning scenarios. The aim of this research is to present learning experiences within a mobile learning setting and to examine how socio-cultural and situated learning aspects are reflected in these experiences. The project included the use of the cellular video camera, the use of MMS and SMS massages and the use of the mathematical applets to construct graphs that represent the observed phenomena. The learning practices of the participants were fully documented and face-to-face activities were videotaped. Participants kept personal diaries to document their work. In addition, an interview summarizing the project was conducted with the participants. The results of this research indicate that the contribution of the mobile environment lies not only in making dynamic mathematical application more available, but also in supporting the execution of tasks that are closer to the students' experiences and more relevant to them, which has the potential to enhance experiential learning. It also contributes to a personal learning process, which may motivate learners.
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