Research Article
Year 2017,
Volume: 3 Issue: 9, 518 - 524, 27.12.2017
Abstract
The rapid development of mobile and
wireless communication technology has had a great impact on education. Previous
researchers have implemented mobile device-assisted learning that is known as mobile learning. Mobile learning offers
new opportunities for educators and learners in attempt to improve their
quality of teaching and learning. However, mobile learning is still rarely used.
One of the factors that influence it is that the teachers are still reluctant
to implement mobile learning. In fact, the successful implementation of mobile
learning is strongly influenced by the positive perception of its users. Therefore,
it is very important to know the perception of the education lecturers. The aim
of this study is to investigate the background and perception of educators in
mobile learning. The method used in this study was descriptive method with
qualitative approach. The data were collected from education lecturers who
teach in Universitas Syiah Kuala by means of questionnaires and interviews. The
results show that education lecturers in Universitas Syiah Kuala had positive
perceptions of mobile learning. Interestingly, although
they are not from ICT-related education, they are currently working with the ICT-related
job and interested in implementing mobile learning. The financial and
device issues were not to be the obstacles for the lecturers to integrate
mobile learning in their class and most of them are ready to implement mobile
learning before 2 years.
Keywords
References
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Year 2017,
Volume: 3 Issue: 9, 518 - 524, 27.12.2017
Abstract
References
- Ahmed, S., & Parsons, D. (2013). Abductive Science Inquiry Using Mobile Devices in The Classroom. Computers & Education, 63, 62-72. doi:http://dx.doi.org/10.1016/j.compedu.2012.11.017 AppBrain. (2017). Google Play Stats. Retrieved from https://www.appbrain.com/stats Buckner, E., & Kim, P. (2014). Integrating Technology and Pedagogy for Inquiry-based Learning: The Stanford Mobile Inquiry-based Learning Environment (SMILE). Prospects, 44(1), 99-118. doi:10.1007/s11125-013-9269-7 Callum, K. M., Jeffrey, L., & Kinshuk. (2014). Factors Impacting Teachers’ Adoption of Mobile Learning. Journal of Information Technology Education: Research, 13, 141-162. Chen, B., Seilhamer, R., Bennett, L., & Bauer, S. (2015). Students' Mobile Learning Practices in Higher Education: A Multi-Year Study. Retrieved from http://er.educause.edu/articles/2015/6/students-mobile-learning-practices-in-higher-education-a-multiyear-study Chen, C.-H., Chou, Y.-Y., & Huang, C.-Y. (2016). An Augmented-Reality-Based Concept Map to Support Mobile Learning for Science. Asia-Pacific Edu Res, 25(4), 567–578. doi:10.1007/s40299-016-0284-3 Hung, P.-H., Hwang, G.-J., Lin, Y.-F., Wu, T.-H., & Su, I.-H. (2013). Seamless Connection between Learning and Assessment: Applying Progressive Learning Tasks in Mobile Ecology Inquiry. Educational Technology & Society, 16(1), 194–205. Hussin, S., Manap, M. R., Amir, Z., & Krish, P. (2012). Mobile Learning Readiness among Malaysian Students at Higher Learning Institutes. Asian Social Science, 8(12), 276-283. doi:http://dx.doi.org/10.5539/ass.v8n12p276 Hwang, G.-J., & Chen, C.-H. (2016). Influences of an Inquiry-based Ubiquitous Gaming Design on Students’ Learning Achievements, Motivation, Behavioral Patterns, and Tendency Towards Critical Thinking and Problem Solving. British Journal of Educational Technology, Early View. doi:10.1111/bjet.12464 Hwang, G. J., Wu, P. H., Zhuang, Y. Y., & Huang, Y. M. (2013). Effects of The Inquiry-based Mobile Learning Model on The Cognitive Load and Learning Achievement of Students. Interactive Learning Environments, 21(4), 338-354. doi:http://dx.doi.org/10.1080/10494820.2011.575789 Marty, F, P., Douglas, I., Sampson, V., Alemanne, N., Mendenhall, A., . . . Schellinger, J. (2013). The Iterative Design of a Mobile Learningn Application to Support Scientific Inquiry. Journal of Learning Design, 6(2), 338-354. Powell, C. B., & Mason, D. S. (2013). Effectiveness of Podcasts Delivered on Mobile Devices as a Support for Student Learning During General Chemistry Laboratories. J Sci Educ Technol, 22(2), 148-170. doi:10.1111/j.1365-2729.2010.00390.x Shuler, C. (2012). iLearn II: An Analysis of the Education Category on Apple’s App Store. Retrieved from The Joan Ganz Cooney Center at Sesame Workshop: http://joanganzcooneycenter.org/publication/ilearn-ii-an-analysis-of-the-education-category-on-apples-app-store/ Song, Y. (2014). “Bring Your Own Device (BYOD)” for Seamless Science Inquiry in A Primary School. Computers & Education, 74, 50-60. doi:http://dx.doi.org/10.1016/j.compedu.2014.01.2015 Yusri, I. K., Goodwin, R., & Money, C. (2015). Teachers and mobile learning perception: towards a conceptual model of mobile learning for training. Procedia - Social and Behavioral Sciences, 176(20 February 2015), 425:430. doi:doi.org/10.1016/j.sbspro.2015.01.492
There are 1 citations in total.
Details
| Journal Section | Articles |
|---|---|
| Authors | |
| Publication Date | December 27, 2017 |
| Submission Date | September 15, 2017 |
| Published in Issue | Year 2017Volume: 3 Issue: 9 |
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