Mobile learning, also referred to as m-Learning, is simply a way to access learning material, using mobile devices. Examples include, cellular phones, laptops and tablets. m-Learning allows the student the opportunity to learn where and when they choose to.
Retrieved from: https://www.edgepointlearning.com/blog/what-is-mlearning/
Use of mobile technology in education allows for the opportunity to create a more flexible learning environment that benefits both faculty and students. It allows for a shift from teacher to a community of learners concept (Hamm et al., 2013, Peters, 2007).
Students who have difficulty with mobile learning tools, may have a negative experience with m-learning (Ting, 2012). The concern of multitasking also presents itself. Multitasking may cause a distraction in themselves or other students as a result of their use of technology (Bellur et al., 2015, Junco, 2012, Sana et al., 2013).
Other research reports an improvement in students’ perception of collaborative learning (Lai & Wu, 2006). According to Jeng, Wu, Huang, Tan, & Yang, mobile devices and applications are not meant to “complicate the learning process, but facilitate mobile learners’ learning (2010). Collaborative learning is recognized as an effective strategy in the promotion of student engagement (Lumpkin, Achen, & Dodd, 2015). Literature also shows mobile learning can lead to an increase in student independence, engagement and communication (Dunn et al., 2013, Junco et al., 2011).
Further research could be implemented that reviews student motivation for using technology. Faculty can encourage the use of resources as new ways of teaching and learning. Students can review how and why they are utilizing the technology, and with the help of faculty, find ways to incorporate them into their learning.
References
Bellur, S., Nowak, K., & Hull, K. (2015). Make it our time: In class multitaskers have lower academic performance. Computers in Human Behavior, 53, 63e70.
Dunn, P., Richardson, A., Oprescu, F., & McDonald, C. (2013). Mobile-phone-based classroom response systems: Students' perceptions of engagement and learning in a large undergraduate course. International Journal Of Mathematical Education In Science And Technology, 44(8), 1160e1174. http://dx.doi.org/ 10.1080/0020739X.2012.756548.
Hamm, S., Saltsman, G., Jones, B., Baldridge, S., & Perkins, S. (2013). A mobile pedagogy approach for transforming learners and faculty. In Zane Berge, & Lin Muilenburg (Eds.), Handbook of mobile education. New York, NY: Routledge.
Jeng, Y.-L., et al. (2010). The add-on impact of mobile applications in learning strategies: A review study. Educational Technology & Society, 13(3), 3e11.
Junco, R., Heiberger, G., & Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal Of Computer Assisted Learning, 27(2), 119e132. http://dx.doi.org/10.1111/j.1365e2729.2010.00387.x.
Junco, R. (2012). In-class multitasking and academic performance. Computers in Human Behavior, 28, 2236e2243.
Lai, C.-Y., & Wu, C.-C. (2006). Using handhelds in a jigsaw cooperative learning environment. Journal of Computer and Assisted Learning, 22, 284e297.
Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning. College Student Journal, 49(1), 121e133.
Peters, K. (2007). M-learning: Positioning educators for a mobile, connected future. International Review of Research in Open and Distance Learning, 8(2), 1e17.
Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers and Education, 62, 24e31.
Ting, Y.-L. (2012). The pitfalls of mobile devices in learning: A different view and implications for pedagogical design. Journal of Educational Computing Research, 46(2), 119e134.
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