Fig 4 - available via license: CC BY
Content may be subject to copyright.
Source publication
The article presents an analysis of the impact of using mobile devices on participants at the lifelong learning educational process. Human durable development involves adapting to new hardware and software technologies supported by the progress of information and communication technology. Along with technological evolution the access to mobile devi...
Citations
... The pedagogical value of mobile and ubiquitous learning has been studied from several perspectives: in formal education settings (e.g., Frohberg et al., 2009), in work-based environments (e.g., Pachler et al., 2013), and in lifelong learning contexts (e.g., Alina-Mihaela, 2015). The themes examined vary widely, focusing on factors such as educational levels, contexts, subject matter domains, types of mobile devices, learning theories, and geographic distribution. ...
... Much research about using ICTs for instruction and learning does not consider the mobility of the ICTs, students, or instructors [18], but some does. Characteristics of mobile learning that have been defined include a) assumes learners learn across locations, acquiring ideas/resources in one location, applying/developing them in another; b) occurs across time with learners revisiting knowledge gained earlier in different contexts; c) is fluid from topic to topic with learners managing a range of personal learning projects rather than digesting a formal curriculum; d) learners move in and out of engagement through technology; e) learners rather than the technology are mobile; f) occurs interwoven with everyday life; g) both generates and satisfies goals; h) enables distributed control and management of learning; i) learners interact to construct context, j) complements and conflicts with formal education; k) may raise ethical issues of privacy and ownership; l) is technology centric, m) is related to online learning, n) augments formal education, and o) is learner centered [19][20][21]. ...
... The findings conclude that these technologies are a supporting factor of learning; they are tools [22]. The tools are ideal support for research and inquiry and for fast communication and information transmission, both synchronous and asynchronous [18,23]. The technologies are described by researchers as serving a mediation function between learning and content (information) processed through individual or collaborative inquiry [24,25]. ...
A survey of students was used to elicit their perception of value of technology-based course features with respect to learning and course success. Particular attention was paid to the mobility of technology elements. The goal was to gain understanding of what students value and thus determine direction for course innovation and development, especially with respect to mobile technologies.
... In fact, the technological evolution which spawned broad access to mobile devices has brought significant growth in and encouraged the extension of educational processes towards lifelong learning through these devices. 9 This realization is consistent with the perspective that education, now including mobile learning, is formed by the technology of its era. In the era of mass print literacy, the textbook was the primary medium of instruction with the goal of transmission of information. ...
... Mobile devices have the main role of providing support for achieving synchronous and asynchronous communication between users". 9 Two basic functionalities of mobile devices are rapid communication and information transmission. These, in everyday life, encourage voluntary or organized involvement in educational activities. ...
... While lifelong learning offers the opportunity to invest in human capital, to raise educational levels, and allow sustainable development of citizens, challenges also exist. 9 Kalz identified a need to dismantle barriers for lifelong learning and encouraged society as a whole to engage in supportive research and development activities. 21 Identified barriers included a poor family culture of learning, lack of financial resources, providers not geared to the needs of learners, poor information services to attract learners, distance, facilities, and misconceptions of the benefits of lifelong learning. ...
... Mobile literacy levels (Nielsen, 2015 as cited inIon, 2015) ...
Today we create and update information faster, and access this information more easily, than ever before. Modern society, therefore, is in need of people who are eager to progress and whose lifelong learning skills are high. Mobile technologies, which have become an indispensible part of our lives, have great potential to support lifelong learning. However, there are numerous mobile operating systems in existence, including Android, iOS and Windows OS, and all of these operating systems offer a different user experience. For an efficient mobile experience, users need to acquire technical control of the device and to understand its limitations at both the hardware and software levels. In addition, there are crucial skills that are needed, such as the ability to access required information, to search for apps, and to assess their reliability and suitability. The concept of mobile literacy covers all of these skills. This study will discuss current levels of mobile literacy in the context of lifelong learning.
... M-learning should be seen as a support for lifelong learning and facilitates digital literacy of the population that uses it [6]. It is not sufficient to train students for independent information retrieval. ...
Mobile learning construct has been present in the field of education for more than a decade. Intuitively, it was expected that the mobile technology development as one of its basic characteristics will directly influence the teaching practice. However, trend of implementation to large extent does now follow social changes.
