Students' Acceptance of Mobile Learning

With the rapid development of telecommunications, mobile learning is appearing as a promising learning approach for students to learn anytime anywhere. However, many key issues regarding the design and implementation of mobile learning are still unclear. This research investigates key factors leading to the acceptance of mobile learning based on students' use of Blackboard Mobile Learn. The research findings will help instructors to design courses for mobile users and system developers to design better mobile learning systems.

Students' Acceptance of Mobile Learning

With the rapid development of telecommunications, mobile learning is appearing as a promising learning approach for students to learn anytime anywhere. However, many key issues regarding the design and implementation of mobile learning are still unclear. This research investigates key factors leading to the acceptance of mobile learning based on students' use of Blackboard Mobile Learn. The research findings will help instructors to design courses for mobile users and system developers to design better mobile learning systems.

Implementación del Aprendizaje Móvil de la Plataforma Blackboard Mobile

Este artículo es un primer informe de investigación sobre una prueba piloto en el tema de aprendizaje móvil. El cual fue desarrollado por tres miembros del Programa de Informática Educativa y tres representantes del Programa Aprendizaje en Línea; que en conjunto conforma el equipo de investigación de Aprendizaje móvil de la Universidad Estatal a Distancia (UNED). Este estudio tuvo como objetivo conocer la percepción de los estudiantes y los profesores en relación con los beneficios, oportunidades y limitaciones en el uso de sistemas móviles (Mobile Learn) en la plataforma Blackboard Learn de la UNED, los insumos permitirán valorar la posterior aplicación del sistema en la institución.

Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads

<span>Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether </span><em>Blackboard Mobile Learn</em><span> made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for </span><em>Blackboard Mobile Learn</em><span> to the same extent as they used them for searching the web for study, accessing university web pages, email and making </span><em>Facebook</em><span> posts, but less than they used them for browsing the web for pleasure and </span><em>Facebook</em><span> reading. The majority of students were neutral when asked if they prefer </span><em>Mobile Learn</em><span> over PC access to </span><em>Blackboard</em><span>. Students were likewise neutral when asked whether they perceived </span><em>iPads</em><span> to improve their learning. There was higher frequency agreement that using </span><em>iPads</em><span> motivated them to learn. Qualitative feedback from focus groups was mixed, but largely positive. The overall interpretation was that it is a matter of course that students would access their subject site via mobile devices.</span>