In-Service Biology Teachers’ Perceptions and Pedagogical Rating of Two Mobile Learning Applications Recommended for Learning Biology in Nigerian Secondary Schools

The study investigated in-service biology teachers’ perceptions of the instructional use of smartphones equipped with Biology Mobile Learning Applications (BMLAs) in the learning of biology concepts in Nigerian senior secondary schools and the pedagogical rating of two commercially available mobile learning applications recommended for learning biology. The study utilized a descriptive survey design. Data collected were analyzed using descriptive and inferential statistics. Findings gathered revealed that the in-service biology teachers had good perceptions of the instructional use of BMLAs and that these perceptions influence their pedagogical rating and selection of mobile applications. The study also revealed that demographic variables such as gender and years of professional teaching experience do not have any significant effect on biology teachers’ perceptions of the instructional use of mobile applications and in the pedagogical rating of the BMLAs respectively. The implications of these findings for a mobile-enabled biology curriculum development were discussed extensively

EFFECT OF MOBILE TECHNOLOGY INSTRUCTIONAL APPLICATION ON UNDERGRADUATE DISTANCE LEARNERS’ ACHIEVEMENT, RETENTION, SELF-EFFICACY AND ATTITUDE TOWARDS COMPUTER SCIENCE IN NIGERIAN UNIVERSITIES

The main purpose of this study is to determine the effect of mobile technology instructional application on undergraduate distance learners’ achievement, self-efficacy and attitude towards Computer science in Nigerian universities. Specifically, the study will: (i)         determine whether undergraduate distance learners have self-efficacy in using mobile  technology applications for learning (ii)        examine the attitude of undergraduate distance learners towards the use of mobile applications for learning Computer science (iii)       determine the effect of mobile technology instructional application on the achievement of undergraduate distance learners in Computer science (iv)       determine whether differences exist between the achievement of undergraduate distance learners taught Computer science through mobile technology instructional application and those taught through printed course manual (v)        examine the influence of gender on the achievement of undergraduate distance learners taught Computer science through mobile technology instructional application (vi)       determine the effect of mobile technology instructional application on the retention of undergraduate distance learners in Computer science (vii)      determine whether differences exist between the retention of undergraduate distance learners taught Computer science through mobile technology instructional application and those taught through printed course manual (viii)     examine the influence of gender on the retention of undergraduate distance learners taught Computer science through mobile technology instructional application (ix)       determine whether differences exist between the attitude of undergraduate distance learners to Computer science before and after learning through mobile technology instructional application (x)        examine whether gender differences exist between the self-efficacy of undergraduate distance learners in using mobile applications for learning. (xi)       examine whether gender differences exist between the attitude of undergraduate distance learners towards using mobile technology instructional application for learning Computer science &nbsp

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students’ use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation

Mobile learning for sustainable development and environmental teacher education

Outdoor learning has, for a long time, been an important instructional resource in school education, usually embedded in the natural sciences and social sciences curricula. Teaching geography, geology, or biology beyond the traditional classroom allows students to interact with physical and social environments for meaningful learning. Mobile devices that are based on geospatial technologies have provided more accurate data, but also a combined instructional design with other WebGIS, map viewers, or geographic information system (GIS) layers, which are useful to foster education for sustainable development. This paper analyzes the applications of mobile learning based on citizen science and volunteer geographic information, but also on the growing awareness that citizens and educators need a set of digital competencies to enhance and innovate lifelong learning and active citizenship. The empirical research aims to measure teacher–training experience, highlighting the potential of mobile devices and their applications in environmental education. Data collected from the research and results prove the positive impact of mobile learning in environmental education. Finally, a discussion about mobile learning and education for sustainable development is provided

A systematic review approach of mobile technology adoption in higher education

Many educators agree that mobile technology has great potential not only to improve our educational practices but also to change traditional learning platforms and classroom learning environments. There are also many advantages to integrating mobile technology into the 21st century classrooms to support teaching and learning. Mobile technology tools such as iPads, iPad mini, mobile applications, tablets, palm devices, e-readers and smartphones are becoming real-world tools that should be integrated into modern instructional practices to support digital learners and to promote meaningful learning. Educators are harnessing mobile devices within and beyond the classroom due to the flexibility, portability, affordability and popularity of those devices. This study explores the effectiveness of mobile technology adoption within 21st century classrooms processes and outcomes

Effective M-learning Design Strategies for Computer Science and Engineering Courses

Mobile learning (M-learning) is receiving more attention as a method of delivering to learners study materials anytime and anywhere. It is a necessity for educators to come up with a layout for learning that can be accessed through mobile devices. These learning materials should consist of good quality learning theories and accurate instructional layout in order to maintain learning as effective as possible. It is important to follow certain strategies that can help the developers for M-learning applications. In this paper we propose a set of strategies that are useful for creating mobile prototype for Computer Science and Engineering courses or M-learning application for course content

INSTRUCTORS’ USAGE OF MOBILE LEARNING APPLICATIONS IN CLASSROOM AND ITS IMPACT ON THE LEARNERS’PERFORMANCE

This study investigates university instructors’ usage of mobile learning applications and the impact on students’ motivation and performance. Edgar Dale’s Cone of Experience providing the theoretical framework emphasizes active, multi-sensory learning. A survey questionnaire administered to 380 students randomly selected at Weifang University of Science and Technology in China collects quantitative data on instructors’ integration of mobile apps across five key variables: learning goal alignment, learner engagement, instructional effectiveness, assessment and feedback mechanisms, and data privacy protections. Descriptive analysis assesses student perceptions of current usage patterns, while inferential statistics examine differences based on demographics. Correlational analysis reveals relationships between the key variables and student motivation and achievement. Multiple regression modeling identifies the strongest predictors of improved learner outcomes from mobile app integration. Findings will reveal strengths and weaknesses in instructor practice to inform effective design and implementation leveraging mobile affordances to enhance the learning experience. Results will guide instructors in strategically selecting and incorporating apps into pedagogical practice to increase student motivation and academic performance. The integration of mobile learning applications offers tremendous potential to transform instruction and promote active learning. This research provides empirical evidence to inform best practices in leveraging mobile technology to align with pedagogical goals, engage learners, deliver content effectively, provide timely feedback, and protect student data privacy. The study contributes to the knowledge base on mobile learning in higher education contexts and provides practical recommendations to help instructors maximize benefits and mitigate risks when incorporating mobile apps into their teaching

Design of Science Mobile Learning of Eclipse Phenomena with Conservation Insight Android-based App Inventor 2

Learning application is a medium that can be used to convey the content of the material involving mobile devices such as mobile phones based on Android. Learning Phenomens of Eclipse is android-based multimedia application that is created as a supplementof science instructional material in concepts of eclipses that can be accessed using a mobile device such as mobile phone. The methodology used to make this application is waterfall methodology. The purpose of making the application is the conception of conservation and science mobile learning is expected to help the students in particular and scientific community in general to get the ease of learning the concept of solar and lunar eclipses using a smartphone device without having to print using paper (paperless). The application also comes with interactive features of images, videos and quizzes. The conclusion is that mobile learning science applications of eclipse phenomenon in conception of conservation is developed and feasible to be used to study the concept of eclipse and support theefforts to reduce the use of paper (paperless)

Examining Mobile Technology in Higher Education: Handheld Devices In and Out of the Classroom

This study followed an innovative introduction of mobile technology (i.e., BlackBerry® devices) to a graduate level business program and documented students’ use of the technology from the time students received the devices to the end of their first term of study. Students found the BlackBerry® device easy to use, and were optimistic regarding its potential role as an instructional tool. Students were self-directed in their use of the devices and found ways to use them within and outside of their classroom even when specific uses were not provided by instructors. Students used their devices most frequently for communication purposes outside the classroom through applications such as BlackBerry Messenger. Overall, although supporting a modest positive view toward this initial introduction to mobile technology as a learning tool, classroom instructional use was more limited than student-directed use in and outside the classroom. A comprehensive examination of the instructional pedagogy that best supports the potential of mobile technology as a self-directed learning tool is necessary to address the limitations seen in this implementation

Exploring the User Experiences of a Bird ID Mobile App Among College Students in Western India

This study explores user experiences of a sample of college age young adults from western India, with a bird ID mobile app. Mobile apps provide an attractive and interactive access to information and their reach and versatility can often bypass challenges of poor infrastructure and lack of access to sources for information. Studies that examine the influence of mobile apps on users’ knowledge and awareness are still in their infancy. Mobile phones and mobile applications have become increasingly prevalent in the educational setting, not only as technology for instructional delivery, but also as a means of improving user experience when accessing information. Researchers have been studying the usability features and end- user experiences from mobile applications for innovative design improvements (Tang, Abraham, Stamp & Greaves, 2015). Despite its potential to impact learning and user attitude, very limited research exists on how passive interactions with certain content specific mobile applications may increase users’ knowledge and awareness on issues of contemporary importance to our society. Therefore, given the ever-growing reach of mobile devices and applications, the researcher is interested in exploring if a mobile app that allows users to identify the birds of western India, influences their knowledge and awareness of birds around them. This study will provide insight on how mobile apps may be designed to provide unique experiences leading to awareness and change in conservation knowledge and perception