Benefits and Difficulties of Integrating Mobile Technologies in the Academic Learning
DOI:
https://doi.org/10.18662/rrem/14.1Sup1/537Keywords:
Benefits, content analysis, difficulties, mobile technology, learning, studentsAbstract
Exploring students' perceptions of the advantages and disadvantages of mobile technologies (MT) is necessary in the dynamic context of their increasing use in learning. The data obtained from 532 students from a state university were analyzed. The students mentioned three advantages and three disadvantages of using mobile technology in the learning activity. Based on the content analysis, the main categories referring to the benefits and difficulties of using MT were identified. The main categories in terms of benefits are: technological advantages, information using mobile technologies, efficient communication, opportunities for educational process, personal development, facilities at the economic and environmental level. Referring to the difficulties of MT, there was identified: negative influence on personal development, technological difficulties, damaged information, diminishing communication and socialization abilities, the negative effects on the educational process, economic, ecological and ethical disadvantages. The novelty of the study consists in highlighting the importance of MT integration in achieving academic learning activity.
References
Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93-102. https://doi.org/10.1016/j.chb.2015.11.033
Andone, D., Dron, J., Pemberton, L. & Boyne, C. (2007). E-Learning Environments for Digitally-Minded Students. Journal of Interactive Learning Research, 18(1), 41-53. https://eric.ed.gov/?id=EJ747662
Asabere, N. Y. (2013). Benefits and Challenges of Mobile Learning Implementation: Story of Developing Nations. International Journal of Computer Applications, 73(1), 23-27. https://doi.org/10.5120/12706-9504
Averina, K., & Hlebova, N. (2022). Value-motivational aspects social activity development at the higher education institution specialists. Postmodern Openings, 13(1 Sup1), 38-56. https://doi.org/10.18662/po/13.1Sup1/413
Badley, G., & Habeshaw, T. (1991). The Changing Role of the Teacher in Higher Education. British Journal of In-Service Education, 17(3), 212-218. https://doi.org/10.1080/0305763910170307
Blackwell, C. (2014). Teacher practices with mobile technology: integrating tablet computers into the early childhood classroom. Journal of Education Research, 7(4), 1-25. https://cmhd.northwestern.edu/wp-content/uploads/2014/07/Blackwell-JEDR-Final.pdf
Cochrane, Th., D. (2010). Exploring mobile learning success factors. ALT-J, Research in Learning Technology, 18(2), 133-148. https://files.eric.ed.gov/fulltext/EJ893351.pdf
Danciu, E., & Grosseck, G. (2011). Social aspects of web 2.0 technologies: Teaching or teachers’ challenges? Procedia-Social and Behavioral Sciences, 15, 3768-3773. https://doi.org/10.1016/j.sbspro.2011.04.371
Dias, L., & Victor, A. (2017). Teaching and Learning with Mobile Devices in the 21st Century Digital World: Benefits and Challenges. European Journal of Multidisciplinary Studies, 5(1), 339- 344. https://revistia.com/files/articles/ejms_v2_i5_17/Lina2.pdf
Educause Center for Applied Research [ECAR] (2012). ECAR study of undergraduate students and information technology. Louisville: CO: Educause Center for Applied Research. ECAR. http://net.educause.edu/ir/library/pdf/ERS1208/ERS1208.pdf
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Internet and Higher Education, 19, 18-26. https://doi.org/10.1016/j.iheduc.2013.06.002
Jeng, Y. L., Wu, T. T., Huang, Y. M., Tan, Q., & Yang, S. J. (2010). The add-on impact of mobile applications in learning strategies: A review study. Educational Technology & Society, 13(3), 3-11. https://eric.ed.gov/?id=EJ899857
Jones, A., & Issroff, K. (2007). Motivation and mobile devices: exploring the role of appropriation and coping strategies. ALT-J, Research in Learning Technology, 15(3), 247-258. https://doi.org/10.1080/09687760701673675
Khan, M. S. H., Abdou, B. O., Kettunen, J., & Gregory, S. (2019). A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education. SAGE Open. https://doi.org/10.1177/2158244019861457
McConatha, D., & Praul, M. (2008). Mobile learning in higher education: An empirical assessment of a new educational tool. The Turkish Online Journal of Educational Technology 7(3), 15–21. https://files.eric.ed.gov/fulltext/EJ1102943.pdf
Mehdipour, Y., & Zerehkafi, H. (2013). Mobile Learning for Education: Benefits and Challenges. International Journal of Computational Engineering Research, 3(6), 93-101. http://www.ijceronline.com/papers/Vol3_issue6/part%203/P03630930100.pdf
Montrieux, H., Vanderlinde, R., Schellens, T., & De Marez, L. (2015). Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education. PloS one, 10(12), e0144008. https://doi.org/10.1371/journal.pone.0144008
Morris, N. P., Lambe, J., Ciccone, J., & Swinnerton, B. (2016). Mobile technology: students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning, 32(5), 430-442. https://eric.ed.gov/?id=EJ1112965
Mu, H., & Paparas, D. (2015). Incorporating the advantages of clickers and mobile devices to teach Economics to non-economists. Cogent Economics & Finance, 3(1), 1-10. https://doi.org/10.1080/23322039.2015.1099802
Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia-Social and Behavioral Sciences, 28, 937-942. https://doi.org/10.1016/j.sbspro.2011.11.173
Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). Mobile and ubiquitous learning in higher education settings. A systematic review of empirical studies. Computers in Human Behavior, 63, 490-501. https://doi.org/10.1016/j.chb.2016.05.057
Pimmer, Ch., Linxen, S., Gröhbiel, U., Kumar, A. J., & Burg, G. (2013). Mobile learning in resource-constrained environments: A case study of medical education. Medical Teacher, 35(5), 1157-1165. https://doi.org/10.3109/0142159X.2012.733454
Schreier, M. (2014). Qualitative content analysis. In U. Flick (Ed.), The Sage Handbook of Qualitative Data Analysis (pp. 170-183). Sage Publications.
Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2000). Schools that learn: A fifth discipline field book for educators, parents, and everyone who cares about education. Currency.
Square, B., & Denizli, S. (2018). Turkish Undergraduate Supervisees' Views Regarding Supervisory Relationship. Eurasian Journal of Educational Research, 74(74), 1-24. https://doi.org/10.14689/ejer.2018.74.1
Tai, Y. (2012). Contextualizing a MALL: practice design and evaluation. Educational Technology & Society, 15(2), 220–230.
Teodorescu, A. (2015). Mobile learning and its impact on business English learning. Procedia-Social and Behavioral Sciences, 180, 1535-1540. https://doi.org/10.1016/j.sbspro.2015.02.303
Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students' learning behaviours and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. https://eric.ed.gov/?id=EJ843507
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 The Authors & LUMEN Publishing House
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND