Students' Perceptions and Experiences of Mobile Learning (A Summary)
This paper was written by Daesang Kim, Daniel Rueckert, Dong-Joong Kim, and Daeryong Seo. This paper was published in Language Learning and Technology Journal at MSU in 2013.
The focus of this paper is to find out about how the students interpret the use of a mobile device to create learning experience outside the classroom.
The participants in this research were graduate students and those were 53 graduate students at TESOL classes. The participants did their tasks by using some technologies application in their phones, such as YouTube and VoiceThread.
The number of using the mobile phone to improve knowledge and skill increased. Besides that, the use of mobile tech (ability to review content and leave a comment) could help students by participating in the more collaborative learning environment.
Based on Rogers (2003), there are five categories of adopters and those are innovators, early adopters, early majority, late majority, and laggards).
Dugan (2005) in Technology Adopter Category Index (TACI) mentioned that there are some ways and those are shown index 1 to 9 (participants' degree of comfort with innovation). Low TACI score means very comfortable with innovation and high TACI score is not comfortable with innovation.
1. I tend to latch onto new technology as soon as it is available to me. My interest lies more with the technology itself than with its application to specific problems.
2. Between 1 and 3
3. I explore new technology for their potential to bring about improvements. I am willing to try new things and am not averse to occasional failure.
4. Between 3 and 5
5. I adopt a "wait and see" attitude toward new technology and want examples of close-to-home successes before adopting. I want to see value in innovation before adopting it.
6. Between 5 and 7
7. I accept new technology later in the game, once the technology has become established among the majority.
8. Between 7 and 9
9. I am usually not interested in adopting new technology
Investigated how graduate students in TESOL program use their personal mobile devices (including mobile computers) as learning tools.
The paper would find out about the students' perceptions of personal mobile devices used for learning and how do they use mobile devices to connect, communicate, and collaborate with other students when they create personalized mobile learning experiences.
Instruments
pre-study survey > administered one week before the first day of the study > determine the students' classification on TACI (result)
student reflections for class projects > administered after finishing the projects
post-study survey > administered one week after the last day of the study > examine the impact of exposure and use of mobile technology to adopt new technology
TACI score dropped after the students participated in the six projects and it showed that the technology influenced their experiences. Teachers should consider modifying the existing class activities to make it more practical and meaningful for language learning when using mobile technologies.
The focus of this paper is to find out about how the students interpret the use of a mobile device to create learning experience outside the classroom.
The participants in this research were graduate students and those were 53 graduate students at TESOL classes. The participants did their tasks by using some technologies application in their phones, such as YouTube and VoiceThread.
The number of using the mobile phone to improve knowledge and skill increased. Besides that, the use of mobile tech (ability to review content and leave a comment) could help students by participating in the more collaborative learning environment.
Based on Rogers (2003), there are five categories of adopters and those are innovators, early adopters, early majority, late majority, and laggards).
Dugan (2005) in Technology Adopter Category Index (TACI) mentioned that there are some ways and those are shown index 1 to 9 (participants' degree of comfort with innovation). Low TACI score means very comfortable with innovation and high TACI score is not comfortable with innovation.
1. I tend to latch onto new technology as soon as it is available to me. My interest lies more with the technology itself than with its application to specific problems.
2. Between 1 and 3
3. I explore new technology for their potential to bring about improvements. I am willing to try new things and am not averse to occasional failure.
4. Between 3 and 5
5. I adopt a "wait and see" attitude toward new technology and want examples of close-to-home successes before adopting. I want to see value in innovation before adopting it.
6. Between 5 and 7
7. I accept new technology later in the game, once the technology has become established among the majority.
8. Between 7 and 9
9. I am usually not interested in adopting new technology
Investigated how graduate students in TESOL program use their personal mobile devices (including mobile computers) as learning tools.
The paper would find out about the students' perceptions of personal mobile devices used for learning and how do they use mobile devices to connect, communicate, and collaborate with other students when they create personalized mobile learning experiences.
Instruments
pre-study survey > administered one week before the first day of the study > determine the students' classification on TACI (result)
student reflections for class projects > administered after finishing the projects
post-study survey > administered one week after the last day of the study > examine the impact of exposure and use of mobile technology to adopt new technology
TACI score dropped after the students participated in the six projects and it showed that the technology influenced their experiences. Teachers should consider modifying the existing class activities to make it more practical and meaningful for language learning when using mobile technologies.
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