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Journal articles on the topic 'Mobile Learning Technologies'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Khalil, Alsaadat. "Mobile Learning Technologies." International Journal of Advances in Applied Sciences (IJAAS) 7, no. 3 (2018): 298–302. https://doi.org/10.11591/ijaas.v7.i3.pp298-302.

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Technological development  have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment  to integrate learners-centered m-learning . this paper discusses mobil

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Khalil, Alsaadat. "Mobile Learning Technologies." International Journal of Electrical and Computer Engineering (IJECE) 7, no. 5 (2017): 2833–37. https://doi.org/10.11591/ijece.v7i5.pp2833-2837.

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Technological development have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment to integrate learners-centered m-learning. This paper discusses mobile learning te

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Alsaadat, Khalil. "Mobile Learning Technologies." International Journal of Electrical and Computer Engineering (IJECE) 7, no. 5 (2017): 2833. http://dx.doi.org/10.11591/ijece.v7i5.pp2833-2837.

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<p>Technological development have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment to integrate learners-centered m-learning . this paper discusses mobile l

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Alsaadat, Khalil. "Mobile Learning Technologies." International Journal of Advances in Applied Sciences 7, no. 3 (2018): 298. http://dx.doi.org/10.11591/ijaas.v7.i3.pp298-302.

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<p>Technological development have altered the way we communicate, learn, think, share, and spread information. Mobile technologies are those that make use of wireless technologies to gain some sort of data. As mobile connectedness continues to spread across the world, the value of employing mobile technologies in the arena of learning and teaching seems to be both self-evident and unavoidable The fast deployment of mobile devices and wireless networks in university campuses makes higher education a good environment to integrate learners-centered m-learning . this paper discusses mobile l

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Philip, Thomas M. "Learning with mobile technologies." Communications of the ACM 60, no. 3 (2017): 34–36. http://dx.doi.org/10.1145/2976735.

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ION, Alina Mihaela. "Mobile Technologies for Lifelong Learning." Informatica Economica 20, no. 2/2015 (2015): 112–19. http://dx.doi.org/10.12948/issn14531305/19.2.2015.11.

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Akintola, K. G., B. A. Ojokoh, and O. K. Boyinbode. "Framework for Mobile Learning Technologies." International Journal of Learning: Annual Review 18, no. 11 (2012): 101–10. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47815.

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Tkach, G., N. Kerimbayev, N. Nurym, and A. Akramova. "MOBILE TECHNOLOGIES IN VIRTUAL LEARNING ENVIRONMENTS." Bulletin Series of Physics & Mathematical Sciences 75, no. 3 (2021): 197–204. http://dx.doi.org/10.51889/2021-3.1728-7901.24.

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The issues and problems of mobile learning in virtual environments have gained widespread academic and commercial recognition in recent years. Although the evolution of wireless technologies and the number of mobile applications is impressive, the issues of widespread use of mobile technologies in virtual learning environments are not well represented. Immersive digital technologies, which are spreading in all spheres of human life, are increasingly being introduced into the educational environment. Mobile technologies in the learning process have become the subject of much modern research. Th

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Chuang, Keh-Wen Carin. "Mobile Technologies Enhance The E-Learning Opportunity." American Journal of Business Education (AJBE) 2, no. 9 (2009): 49–54. http://dx.doi.org/10.19030/ajbe.v2i9.4608.

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The objective of this paper is to identify the mobile technologies that enhance the E-Learning opportunity, examine the educational benefits and implementation issues in mobile learning, discuss the guidelines for implementing effective mobile learning, identify the current application and operation of mobile learning, and discuss the future of teaching and learning with mobile technologies.

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Leligou, Helen C., Emmnouil Zacharioudakis, Louisa Bouta, and Evangelos Niokos. "5G technologies boosting efficient mobile learning." MATEC Web of Conferences 125 (2017): 03004. http://dx.doi.org/10.1051/matecconf/201712503004.

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Ruskin, Keith Jonathan. "Mobile Technologies for Teaching and Learning." International Anesthesiology Clinics 48, no. 3 (2010): 53–60. http://dx.doi.org/10.1097/aia.0b013e3181e5c1a1.

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Isaias, Pedro, Francisco Reis, Clara Coutinho, and Jose Alberto Lencastre. "Empathic technologies for distance/mobile learning." Interactive Technology and Smart Education 14, no. 2 (2017): 159–80. http://dx.doi.org/10.1108/itse-02-2017-0014.

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Purpose This paper examines the acceptance, of a group of 79 students, of an educational forum, used for mobile and distance learning, that has been modified to include empathic characteristics and affective principles. Design/methodology/approach With this study is proposed that the introduction of empathic and affective principles in educational forums is a useful and effective way to increase students’ participation and motivation in educational contexts. After an analysis of existing literature and research on the subject of empathic technology, the unified theory of acceptance and use of

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Briz-Ponce, Laura, Anabela Pereira, Lina Carvalho, Juan Antonio Juanes-Méndez, and Francisco José García-Peñalvo. "Learning with mobile technologies – Students’ behavior." Computers in Human Behavior 72 (July 2017): 612–20. http://dx.doi.org/10.1016/j.chb.2016.05.027.

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Šimonová, Ivana. "Mobile Technologies for Foreign Language Learning." International Journal on Language, Literature and Culture in Education 3, no. 1 (2016): 25–39. http://dx.doi.org/10.1515/llce-2016-0002.

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Abstract ‘Learning is much better with tablets’, today’s pupils and students often say. But, is it really true? Are the mobile devices and mobile technologies the mean performing didactic miracles? Do they really cause students enjoy learning and learn more with less effort? Even an optimist guesses it may not be like this. Do we (teachers) know how the mobile-assisted process of learning runs, what its advantages, weaknesses and limits are, whether learners really remember more, and/or enjoy the learning more? What is the role of the ‘novelty’ factor regarding the latest technologies? Do lear

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IŞIK, Ayşe Derya. "Mobil Öğrenmeden Sınırsız Öğrenmeye/From Mobile Learning to Limitless Learning." Sınırsız Eğitim ve Araştırma Dergisi/The Journal of Limitless Education and Research 1, no. 1 (2016): 21–31. https://doi.org/10.5281/zenodo.267908.

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Özet: Günümüz teknolojik gelişmeleri günlük hayatımızı etkilediği gibi aynı zamanda eğitim ortamlarını da etkilemiştir. Geliştirilmiş olan araçlar özellikle küçük olmaları, kablosuz internet erişimine sahip olma gibi özellikleri sayesinde öğrenen kişiye hareketlilik sağlamıştır. Öğrenen istediği yerde, istediği zaman, istediği bilgileri istediği kadar öğrenme imkânına kavuşmuştur. Bu açıdan mobil teknolojilerin bireyler için sınırsız öğrenme ortamları sağladığı görülmektedir. Bunun için bireyin istekli olması ve merak etmesi yeterlidir çünkü mobil teknolojiler ile öğrenenler için çok farklı or

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Keengwe, Jared, and Malini Bhargava. "Mobile learning and integration of mobile technologies in education." Education and Information Technologies 19, no. 4 (2013): 737–46. http://dx.doi.org/10.1007/s10639-013-9250-3.

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Rafifing, Neo, Joyce Mosinki, Alton Mabina, Boitshoko E. Otlhomile, and Ofaletse Mphole. "Usability of Mobile Learning Technologies in Open and Distance Learning." Journal of Information Systems and Informatics 7, no. 1 (2025): 138–57. https://doi.org/10.51519/journalisi.v7i1.989.

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Mobile learning (m-learning) utilizes portable devices like smartphones and tablets for educational purposes and is gaining popularity, particularly in open and distance learning (ODL) contexts. This study explores the usability of mobile learning technologies among undergraduate students in ODL. An online survey questionnaire was administered to undergraduates enrolled in a Business course in Botswana and a usability conceptual model was developed. The findings revealed that predominant opportunities of using mobile learning technologies in ODL include improved student interaction and flexibl

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Petley, Rebecca, Guy Parker, and Jill Attewell. "The Mobile Learning Network." International Journal of Game-Based Learning 1, no. 4 (2011): 37–48. http://dx.doi.org/10.4018/ijgbl.2011100104.

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The Mobile Learning Network currently in its third year, is a unique collaborative initiative encouraging and enabling the introduction of mobile learning in English post-14 education. The programme, funded jointly by the Learning and Skills Council and participating colleges and schools and supported by LSN has involved nearly 40,000 learners and over 7,000 staff. MoLeNET projects have procured a range of handheld devices and supporting technologies since the initiative began in 2007, with a significant increase in purchases of games technologies (mainly the Nintendo DS and Sony PSP, but also

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Osadcha, Kateryna, and Angelica Babich. "Use of Mobile Technologies in the Process of Information Technologies Training in the Secondary School." Ukrainian Journal of Educational Studies and Information Technology 5, no. 4 (2017): 1–13. http://dx.doi.org/10.32919/uesit.2017.04.01.

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The article actualizes the problem of improving the process of teaching informatics in a secondary comprehensive school. It was noted that the technology of using mobile learning tools was covered by scientists J. Attewell, K. L. Buhaichuk, I. O. Zolotareva, V. V. Osadchyi, D. L. Revenaugh, A. M. Trush and others. V. O. Kuklev, Ye. D. Patrakin, A. A. Fedosieiev, B. Banister and others highlighted prospects and possibilities of mobile learning in their works. M. Yu. Novikov raised the question of possibility to use mobile technologies in the school curriculum of informatics in senior classes. H

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Sharma, Rajul. "Mobile technologies for learning: Assessment of mobile learning literacy among students at the Faculty of arts, University of Delhi." Journal of Advanced Research in Library and Information Science 4, no. 3 (2017): 26–30. http://dx.doi.org/10.24321/2395.2288.201703.

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Drygina, Mariia Viktorovna. "Using mobile technologies for studying foreign languages." Samara Journal of Science 7, no. 3 (2018): 317–21. http://dx.doi.org/10.17816/snv201873305.

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In our modern world mobile devices play an important role in the learning process and provide more opportunities for access to educational resources. The use of mobile devices in the learning process is a promising direction that attracts researchers all over the world. Although mobile devices are widely used and they are accessible means of studying, they are still not perceived as means of foreign language learning. The use of mobile technologies will make it possible not only to induce the learning process visibility, divisiveness and interaction, but also to improve the quality of educatio

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Traxler, John M. "Learning with Mobiles in Developing Countries." International Journal of Mobile and Blended Learning 9, no. 2 (2017): 1–15. http://dx.doi.org/10.4018/ijmbl.2017040101.

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In the countries of the global South, the challenges of fixed infrastructure and environment, the apparent universality of mobile hardware, software and network technologies and the rhetoric of the global knowledge economy have slowed or impoverished the development of appropriate theoretical discourses to underpin learning with mobiles. This paper addresses one specific and fundamental component of such discourses, namely the role of language and literacy as they interact with mobile technology. The paper makes three points, that mobile technology is culturally and linguistically specific, no

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Zh, Miftah Hur Rahman, Zahid Zufar At Thaariq, and Arief Ardiansyah. "MOBILE LEARNING: FUTURE LEARNING TECHNOLOGIES FOR ISLAMIC FORMAL EDUCATION (A LITERATURE STUDY)." Proceedings of International Conference on Education 2, no. 1 (2024): 370–77. http://dx.doi.org/10.32672/pice.v2i1.1383.

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The utilization of mobile learning media is a manifestation of 21st century educational methodologies. This research is prompted by the rapid rise in the usage of smartphones, iPads, and other mobile devices. This study aims to conduct literature research on how effective the use of mobile learning is, the challenges in its implementation, and the extent of mobile learning development in the scope of Islamic religious education. To find out this, the researcher used the Systematic Literature Review (SLR) method. Data and information were collected by reviewing every article that has a relation

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UZUNBOYLU, HUSEYIN, Çiğdem Hürsen, Güliz Özütürk, and Mukaddes Demirok. "Determination of Turkish University Students' Attitudes for Mobile Integrated EFL Classrooms in North Cyprus and Scale Development: ELLMTAS." JUCS - Journal of Universal Computer Science 21, no. (10) (2015): 1283–96. https://doi.org/10.3217/jucs-021-10-1283.

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In this study, the attitudes of Turkish university students with the regard of utilizing mobile technologies were investigated in English language learning classrooms. Primarily, this is a research of the attitudes of university students who were learning the English language via mobile technologies and who were investigated by the researchers (Uzunboylu, Hürsen, Özütürk & Demirok, 2014) and the "English Language Learning via Mobile Technologies Attitude Scale (ELLMTAS)" was developed. The scale contains 37 items and is composed of six sub-dimensions which have been applied to 275 universi

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Mayer, Richard E. "Where is the learning in mobile technologies for learning?" Contemporary Educational Psychology 60 (January 2020): 101824. http://dx.doi.org/10.1016/j.cedpsych.2019.101824.

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Loesch, Martha Fallahay. "Spectrum > Mobile Learning, Libraries, and Technologies http://mobile-libraries.blogspot.com/." Technical Services Quarterly 28, no. 4 (2011): 460–62. http://dx.doi.org/10.1080/07317131.2011.598073.

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Zhumabayeva, Aziya, Sazhila Nurshanova, Zhazira Zhumabayeva, Yernar Ospankulov, Rabiga Bazarbekova, and Assel Stambekova. "Analysis of Prospective Primary School Teachers' Attitudes towards Mobile Learning Tools and Acceptance of Mobile Learning." International Journal of Education in Mathematics, Science and Technology 11, no. 3 (2023): 728–43. http://dx.doi.org/10.46328/ijemst.3322.

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Although the use of mobile technologies in education is rapidly becoming widespread, there are limited findings about the attitudes, competencies and acceptance behaviors of prospective teachers who use and will use these technologies. However, prospective teachers will be the implementers of new technologies such as mobile learning in education when they start their teaching profession in the future. In this study, it was aimed to examine prospective teachers' attitudes towards mobile learning and their mobile learning acceptance behaviors in terms of some variables. The study was conducted b

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Vasiliki, Tsolaki, and Stathopoulou Agathi. "Digital technologies in lifelong learning." Global Journal of Engineering and Technology Advances 16, no. 2 (2023): 047–56. https://doi.org/10.5281/zenodo.10623985.

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This paper's goal is to review some sample articles that have been published between the years of 2003 and 2013 that deal with lifelong learning and ICT. With particular emphasis on third-age learners, the use of ICT in lifelong learning is examined in relation to various learning environments, including formal, informal, and non-formal learning. A special emphasis is also placed on the technologies and particular tools used to provide lifetime learning. Examined is the function of ICT networks, web technologies in e-learning, mobile learning tools, and virtual worlds as knowledge-sharing faci

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Draganova, Chrisina. "Use of mobile phone technologies in learning." ACM SIGCSE Bulletin 41, no. 3 (2009): 399. http://dx.doi.org/10.1145/1595496.1563041.

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Agca, Ridvan Kagan, and Selçuk Özdemir. "Foreign Language Vocabulary Learning with Mobile Technologies." Procedia - Social and Behavioral Sciences 83 (July 2013): 781–85. http://dx.doi.org/10.1016/j.sbspro.2013.06.147.

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Göksu, İdris, and Bünyamin Atici. "Need for Mobile Learning: Technologies and Opportunities." Procedia - Social and Behavioral Sciences 103 (November 2013): 685–94. http://dx.doi.org/10.1016/j.sbspro.2013.10.388.

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Kaldygozova, Sandugash. "Using mobile technologies in distance learning: A Scoping Review." E-Learning Innovations Journal 2, no. 1 (2024): 4–22. http://dx.doi.org/10.57125/elij.2024.03.25.01.

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The technical capabilities of mobile devices today make it possible to use them in the educational process. High-speed Internet and the capabilities of mobile applications allow students to have access to the necessary information at a convenient time for them. The purpose of the systematic review was the analysis and synthesis of publications on the topic of using mobile learning. In the course of the work, 34 publications of original research were analyzed, which were selected according to the requirements for narrative reviews. The search for sources for the review was carried out on the Sc

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Sh.D., Khaitova, and Normurodov S. "THEORETICAL MODEL OF STUDENT INDEPENDENT LEARNING ACTIVATION BASED ON MOBILE TECHNOLOGIES." International Journal of Advance Scientific Research 03, no. 06 (2023): 257–61. http://dx.doi.org/10.37547/ijasr-03-06-44.

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This article presents the theoretical and functional structure of the activation of the requirements of independent learning through the design of educational activities on the example of general professional disciplines. It also shows the pedagogical process, the pedagogical system and its stages, algorithms of educational activities, didactic materials needed to activate the independent learning of students.

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Tkachuk, Stanislav, Oleksii Melnyk, and Serhiy Voroshilov. "IMPLEMENTATION OF MOBILE LEARNING TECHNOLOGIES IN THE SYSTEM OF DISTANCE EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (March 30, 2023): 72–78. http://dx.doi.org/10.31499/2307-4906.1.2023.276939.

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Mobile learning is analyzed as an organization and solution of problems for complex, systematic informatization of educational activities and the implementation of measures aimed at integrating educational, scientific and managerial activities of an educational institution for the training of competitive specialists who possess a professional specialty based on modern information and telecommunication technologies. It is shown that the implementation of mobile learning involves solving a number of tasks; the development of mobile learning tools forces a new look at the technologies for impleme

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Marques, Célio Gonçalo Cardoso, António Manso, Ana Paula Ferreira, and Felisbela Morgado. "Using Mobile Technologies in Education." International Journal of Technology and Human Interaction 13, no. 4 (2017): 77–90. http://dx.doi.org/10.4018/ijthi.2017100106.

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The acquisition of reading skills is decisive for the academic achievement of students. However, learning to read is a complex process. With this in mind, several attempts have been made to find new educational approaches to enhance students' reading motivation. Considering the enormous potential of ICT for education and training, we have developed a digital repository of teaching and learning materials and a multiplatform application that runs on mobile devices: Letrinhas. This information system was designed to promote the development of reading and to provide tools for monitoring and assess

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Sakibaev, S. R. "M-Learning in Mathematical Education." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 97, no. 3 (2023): 72–76. http://dx.doi.org/10.18411/trnio-05-2023-140.

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The article deals with the use of mobile devices in teaching mathematics. The analysis and effects of the integration of mobile technologies in the educational process are given. It is shown that mobile technologies can be successfully used to enhance the interaction between teachers and students and increase the flexibility of the learning process. Different aspects of mobile technology usage in modern higher education are discussed. The main preferences for the use of mobile devices by students and teachers in learning are analyzed.

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Odina, Nabijonova. "THE BENEFITS OF MOBILE PHONES IN IMPROVING ENGLISH LANGUAGE SPEAKING." GOLDEN BRAIN 1, no. 3 (2023): 276–80. https://doi.org/10.5281/zenodo.7605388.

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<em>Nowadays it is crucial to learn at least one foreign language in order to be successful in one's career and life. Speaking is, of course, the most important skill since it shows how a user is competetive in the language they speak. It is hard to imagine language learning without the participation of mobile phones today. This article discusses the importance of mobile phones in learning English and improving speaking skills.</em>

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Turhangil, Erenler Hale H. "Developing a Measurement Scale of the Use of Mobile Technologies in E-learning: A Structural Equation Model." Marketing and Branding Research 5, no. 3 (2018): 140–50. https://doi.org/10.33844/mbr.2018.60303.

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Researchers agree that mobile learning implementation requires new pedagogies and successful integration and implementation of technologies into learning needs to be well-planned. In this context, this study first aimed to develop a use of mobile technologies measurement scale and then examined students’ perceptions and opinions of using mobile technologies as part of the E-learning program with data from 786 students. Exploratory and confirmatory factor analyses were used to develop the measurement model; then the structural model for the research was tested using SEM. From the SEM anal

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Daniel, Chudzinski. "Programmable mobile platform for learning programming." Studies and Materials in Applied Computer Science (ISSN 1689-6300) 11, no. 2 (2020): 5–10. https://doi.org/10.5281/zenodo.4330908.

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Athe article shows possibilities of appication of low-cost technologies to construction programmable wheeled mobile platforms for multipurpose use, including learning. The prototype moves thanks to use of two DC motors. Onboard copmputer is based on Arduino Uno.

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Galustyan, Olga Vladimirovna, Alexander Pavlovich Smetannikov, Indira Grigoryevna Kolbaya, Galina Sergeevna Palchikova, Denis Vasilyevich Galigorov, and Olga Borisovna Mazkina. "Application of Mobile Technologies for the Formation of Analytical Competence of Future Specialists." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 02 (2020): 242. http://dx.doi.org/10.3991/ijim.v14i02.11658.

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The article deals with application of mobile technologies for the formation of analytical competence of future specialists. It discusses the concepts of mobile learning and mobile technologies. Advantages of using mobile technologies within the learning process are presented. The use of mobile learning is one of the most effective and affordable ways of formation of students' analytical competence. Managing, strategic, informational, reflexive components within the structure of analytical competence are revealed in the article. The results of experimental work of formation of analytical compet

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Омарова С. К. "FOREIGN LANGUAGE MOBILE LEARNING DESIGN." HERALD OF SCIENCE OF S SEIFULLIN KAZAKH AGRO TECHNICAL UNIVERSITY, no. 2(109) (July 27, 2021): 98. http://dx.doi.org/10.51452/kazatu.2021.2(109).597.

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The formation of artificial virtual environments and their implementation in the educational environment of human activity is a current trend. Various textbooks, reference books, and dictionaries are created with virtual objects and interactive applications included in their content.The expanding capabilities and diversity of mobile devices support increasingly large-scale and interesting learningprojects.Mobile technologies provide new opportunities for curriculum development that differ from those provided by other e-learning technologies. They serve to support such a learning model, where t

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Skrypnyk, Nataliia. "About Using Mobile Learning Methods in Foreign Language Learning In NonLinguistic Institutions of Higher Education." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 65, no. 2 (2019): 274–78. http://dx.doi.org/10.33310/2518-7813-2019-65-2-274-278.

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The article is devoted to the analysis of the methods of mobile learning in relation to foreign language learning in institutions of higher education and systematization of their practical use. Despite the fact that mobile devices with internet access are becoming more and more widespread among students and teachers, mobile learning, in foreign language learning in particular, is not common in non-linguistic institutions of higher education nowadays. The concepts of «mobile learning», «mobile technologies» have been described. Mobile learning of a foreign language should be understood as a for

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Doszhanov, B. A., R. U. Almenayeva, and B. K. Zharmenova. "TRENDS AND PROSPECTS OF MOBILE LEARNING TECHNOLOGY IN EDUCATION." BULLETIN Series of Pedagogical Sciences 72, no. 4 (2021): 25–32. http://dx.doi.org/10.51889/2021-4.1728-5496.03.

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The rapid development of digital technologies has led to the transformation and modernization of the educational process, becoming the basis for significant changes in traditional teaching methods. Today, what is happening in the world – the pandemic – puts at the forefront a fundamental study of the issue of transferring education to digital format. The aim of this study is to present the results of research in the field of application of new technologies in higher education with special attention to mobile learning as a modern innovative approach and to determine the current situation and pr

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Gottschalk, George. "Book Review: Mobile Technology and Academic Libraries: Innovative Services for Research & Learning." Reference & User Services Quarterly 57, no. 2 (2017): 147. http://dx.doi.org/10.5860/rusq.57.2.6534.

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Mobile technologies’ application in libraries is an area still ripe in potential. Despite mobile technologies’ prevalence in the lives of most libraries’ users, libraries often remain reactive, at best, to the implementation of mobile technologies to provide library services. As many of the chapters in this edited volume underscore, mobile technologies reach people from a wider range of socioeconomic levels than traditional web-enabled technologies. Thus, there are both logistical and moral motivations for libraries to adopt mobile technologies.

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Şahin, Gül, and Tülay Başak. "Mobile learning in nursing "m-learning"Hemşirelikte mobil öğrenme “m-öğrenme”." Journal of Human Sciences 14, no. 4 (2017): 4480. http://dx.doi.org/10.14687/jhs.v14i4.4891.

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Along with the change in information and communication technology, learning methods are also changing. One of the new and fastest growing learning models is m-learning. The m-learning is often defined as a learning environment in which students and instructors can access learning system over wireless network at anytime, anywhere using mobile devices. According to Koole's definition, m-learning; "Is a process of interaction of mobile technologies, learning capacities, and social aspects of the learners”. Use of m-learning in nursing education is increasing day by day. It’s known that these tech

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Antropova, Marina Y., Andrei A. Vlasov, and Elena F. Kasyanenko. "Mobile technologies in educational process Chinese universities." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 5 (2019): 1–7. http://dx.doi.org/10.18844/prosoc.v6i5.4367.

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Mobile training facilitates communication and information exchange without reference to stationary equipment. The purpose of the study is to find effective resources and mobile programs for use by Chinese undergraduate students in the study of Russian and English as foreign languages. The study was conducted in the Chinese universities of Guangzhou, Zhuhai and Wuhan. Observation, survey, survey and problem-oriented search showed that 95% of respondents prefer to use the mobile communication system WeChat (Weixin). Mobile programs and applications based on it—Xiumi, dictionaries Youdao and Qian

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Mohd Shahrol, Siti Julia, Shahida Sulaiman, and Hasnah Mohamed. "Acceptance Factors Towards Mobile Technologies in Learning English among Rural Students." International Journal of Innovative Computing 13, no. 2 (2023): 37–47. http://dx.doi.org/10.11113/ijic.v13n2.387.

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The rapid development in telecommunication leads to technology integration in many sectors, including education. The use of mobile technologies for mobile learning has been prevalent. Smartphones, laptops, and tablets are examples of mobile technologies that offer an extensive range of activities that can support teaching and learning English and reduce the need of users to remain close to wired communication technology. However, there is a need to study students’ acceptance level towards such technologies in learning English mainly in rural areas. This study investigates acceptance factors th

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Kapenieks, Atis, and Bruno Zuga. "INTERNET, TELEVISION AND MOBILE TECHNOLOGIES FOR INNOVATIVE ELEARNING." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 9, 2015): 301. http://dx.doi.org/10.17770/sie2012vol1.50.

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<p>We are developing an innovative cross-media learning delivery system (eBig3, ETM) that goes beyond traditional web-based learning approaches. The approach combines wide availability of television and mobile technologies with the capacity and flexibility of Internet based e-learning. This approach allows the learner to use either a single learning delivery system (depending on availability and preferences) or a complementary combination of two or three delivery systems, thus supporting the anywhere, anytime — by any preference—learning paradigm. The development of the eBig3/ETM learnin

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Tetiana, Hranovska. "THE READINESS TEACHERS OF NATURAL SUBJECTS TO USE MOBILE TECHNOLOGIES FOR TEACH STUDENTS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 7 (2019): 30–39. http://dx.doi.org/10.28925/2414-0325.2019.7.3.

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The article deals with the features of the mobile learning technology emergence. The genesis of mobile learning in the field of distance and e-learning and its development in the field of blended learning are clarified. The foreign experience and research of domestic scientists on the introduction of mobile learning in the educational process of Ukrainian educational institutions are analyzed. The relevance of the application of this innovative learning technology is clarified according to carried out the literary analysis, but there is a lack of study of mobile technologies using in the educa

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Abazova, Ludmila, Zhansurat Gutaeva, and Madina Kochesokova. "The effects of mobile technologies on the level of student involvement." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 4321–29. https://doi.org/10.11591/ijere.v13i6.29726.

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In the modern world, there is a conscious interest in improving education quality with the help of modern information technologies. Innovative mlearning technology expands the possibilities and increases the effectiveness of training. Experiments conducted in European countries showed that the use of mobile devices positively affected academic performance, discipline, and interpersonal relationships among participants in the educational process. However, currently, practical research only generally concerns the issue of increasing foreign student involvement in the educational process. The pur

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