A total of 1239 students (609 males and 630 females) and 429 teachers (208 males and 221 females) who employed mobile technology to learn and teach in schools completed the questionnaire. To address this issue, a mobile learning environmental preference survey (MLEPS) consisting of eight factors, “ease of use,” “continuity,” “relevance,” “adaptive content,” “multiple sources,” “timely guidance,” “student negotiation” and “inquiry learning,” was developed in this study. Although researchers have attempted to investigate both students’ and teachers’ preferences regarding mobile learning, few studies have investigated the differences between the two, an understanding of which is important for developing effective mobile learning environments. Mobile technology has been increasingly applied to educational settings in the past decade. Analysis of the projects indicates that while there is important evidence of mobile phones facilitating increased access, much less evidence exists as to how mobiles promote new learning. In particular, this article examines the extent to which the use of mobile phones helped to improve educational outcomes in two specific ways: 1) in improving access to education, and 2) in promoting new learning. This article reviews the evidence of the role of mobile phone-facilitated mLearning in contributing to improved educational outcomes in the developing countries of Asia by exploring the results of six mLearning pilot projects that took place in the Philippines, Mongolia, Thailand, India, and Bangladesh. In the attempt to find viable solutions to these challenges, much hope has been placed in new information and communication technologies (ICTs), mobile phones being one example. (43 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)ĭespite improvements in educational indicators, such as enrolment, significant challenges remain with regard to the delivery of quality education in developing countries, particularly in rural and remote regions.
Normed and nonnormed fit indices are developed and illustrated. The importance of supplementing statistical evaluation with incremental fit indices associated with the comparison of hierarchical Ms is also emphasized. The concepts of ideal Ms and pseudo chi-square tests are introduced, and their roles in hypothesis testing are developed. Use of the null M in the context of a procedure that sequentially evaluates the statistical necessity of various sets of parameters places statistical methods in covariance structure analysis into a more complete framework. A general null M based on modified independence among variables is proposed as an additional reference point for the statistical and scientific evaluation of CSMs. It is suggested that this comparison is insufficient for M evaluation. Large-sample theory provides a chi-square goodness-of-fit test for comparing a model (M) against a general alternative M based on correlated variables. We also report on differences between teachers in m-learning practice with respect to subject area and year of schooling.įactor analysis, path analysis, structural equation modeling, and related multivariate statistical methods are based on maximum likelihood or generalized least squares estimation developed for covariance structure models (CSMs). A measure of overall m-learning experiences was also established and found to be significantly predicted by m-learning pedagogy. The reliability and validity of a 20-item scale is assessed.
Each dimension has a pair of sub-components associated with it (for personalisation: agency and customisation for authenticity: context and task for collaboration: conversation and co-creation). In particular, the scale focuses on measuring pedagogies related to the iPAC framework which comprises three overarching dimensions of m-learning: personalisation, authenticity and collaboration (PAC).
This study develops a rigorous scale to capture mobile pedagogies adopted in mobile learning tasks designed by teachers. A mobile technology is any portable, handheld technology that potentially supports learning and includes laptops, tablets and smartphones. Mobile pedagogies refer to the practices and approaches teachers use that involve mobile technologies to support learning. This paper develops and examines a scale to capture teachers’ views of the mobile pedagogies they are adopting.
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