HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Literature Review in Mobile Technologies and Learning Laura Naismith, Mike Sharples, Giasemi Vavoula, Peter Lonsdale

/pdf/literature-review-in-mobile-technologies-and-learning-3nq3vbm6s4.pdf

Literature Review in Mobile Technologies and Learning

Two previous literature review-based studies have provided important insights into mobile learning, but the issue still needs to be examined from other directions such as the distribution of research purposes. This study takes a meta-analysis approach to systematically reviewing the literature, thus providing a more comprehensive analysis and synthesis of 164 studies from 2003 to 2010. Major findings include that most studies of mobile learning focus on effectiveness, followed by mobile learning system design, and surveys and experiments were used as the primary research methods. Also, mobile phones and PDAs are currently the most widely used devices for mobile learning but these may be displaced by emerging technologies. In addition, the most highly-cited articles are found to focus on mobile learning system design, followed by system effectiveness. These findings may provide insights for researchers and educators into research trends in mobile learning.

Review of trends from mobile learning studies: A meta-analysis

How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes

Despite huge efforts to position information and communication technology (ICT) as a central tenet of university teaching and learning, the fact remains that many university students and faculty make only limited formal academic use of computer technology. Whilst this is usually attributed to a variety of operational deficits on the part of students, faculty, and universities, this paper considers the wider social relations underpinning the relatively modest use of technology in higher education. The paper explores how university use of computer technology is shaped into marginalized and curtailed positions by a variety of actors. From the ‘writing’ of ICT at a national policy level through to the marginalization of ICT within the lived ‘student experience’, a consistent theme emerges where computer technology use is constructed in limited, linear, and rigid terms far removed from the creative, productive, and empowering uses which are often celebrated by educational technologists. In the light of such constraints, the paper considers how these dominant constructions of a peripheral and limited use of ICT may be challenged by the higher education community. In particular, it concludes by reflecting on current critical thinking about how educational technologists can foster a more expansive and empowered use of computer technology within university settings.

The use of computer technology in university teaching and learning: a critical perspective

This study analyzed the factors that affect student success in an online computer programming course. The study had two with two main objectives. The first was to examine relationships among selected variables (gender, age, educational level, locus of control, and learning style), motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, control beliefs, task value, self-efficacy, and test anxiety), selfregulated learning components (cognitive strategy use, self-regulation), and student success in the online course. The second objective was to examine course instructors’ views about the factors that contribute to the students’ success in the online course. The study sample consisted of two course instructors and 80 voluntary participants who partook in this online course in 2005–2006. Both quantitative and qualitative methods were used to collect relevant data in this study. Four online questionnaires (Demographic Survey, Internal-External Locus of Control Scale, Learning Style Inventory, and Motivated Strategies for Learning Questionnaire) were used to gather data on quantitative variables, and semi-structured interviews were conducted to gather data on instructors’ views. The statistical results indicated that the effect of the selfregulation variables on students’ success was statistically significant, and the interview results indicated that successful students generally used self-regulated learning strategies in the online course.

https://www.jstor.org/stable/jeductechsoci.10.2.71

Predictors for Student Success in an Online Course

Many universities and further education colleges provide virtual learning environments (VLEs). In recent years a new direction has been to extend these to support personal development planning (PDP) and student portfolio management. A major limitation of such approach is that the plans and portfolios are owned by the institution, and do not support learning across institutions or in the workplace. We describe the development of an interactive logbook (IL) which provides students with a suite of mobile tools for multimedia note-taking, knowledge sharing, learning management and personal development planning. The IL environment is designed to be owned by the student and offers interoperability with a wide range of existing software for learning and office work.

Developing interactive logbook: a personal learning environment

Mobile organisers, including an electronic diary, notebook and to do list, have
been successful in providing employees with a range of tools to manage their
activities outside the office. The aim of the Student Learning Organiser project
was to explore whether university students need a similar set of tools to help them
manage their studies and to assist their learning.

The Student Learning Organiser

This paper describes a 10-month trial of a mobile learning organiser, developed for use by university students. Implemented on a wireless-enabled Pocket PC hand-held computer, the organiser makes use of existing mobile applications as well as tools designed specifically for students to manage their learning. The trial set out to identify the most-used tools for such a learning device and their patterns and problems of usage. The primary uses of the organiser were communication, time-management and access to content. No single application took precedence. The results from an analysis of questionnaire surveys and focus groups indicate that there was a demand for institutional support of mobile learning, in particular to provide course content and timetabling information. Wireless connectivity was crucial to the usefulness of the organiser. Usability issues relating to the hardware and software had considerable impact on the students' usage and satisfaction with the system.

/pdf/evaluation-of-a-mobile-learning-organiser-for-university-38fdysp2wu.pdf

Evaluation of a Mobile Learning Organiser for University Students

This paper describes the trial of a mobile learning organiser, developed for use by university students. Based on a wirelessly-enabled Pocket PC, the organiser makes use of existing mobile applications as well as tools designed specifically for the context of learning. The trial set out to identify what are the key tools for such a learning device. The primary uses of the organiser were communication and time-management as well as access to content. No single application took precedence. The students' feedback demonstrated that there is a clear demand for institutional support of mobile learning, in particular course content and timetabling information. Wireless connectivity is crucial to the usefulness of the organiser. Usability issues relating to the hardware and software had considerable impact on the students' usage and satisfaction with the system.

A mobile learning organiser for university students

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Developing interactive logbook: a personal learning environment

The Student Learning Organiser

Evaluation of a Mobile Learning Organiser for University Students

A mobile learning organiser for university students