The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study
Introduction
The advance of mobile technologies have turned handheld devices a part of people’s daily life, such as in communication and entertainment. Meanwhile, educators strive to facilitate learning by applying mobile technology and appropriate learning strategies. Nowadays mobile devices, such as smart phones, have equipped with location information receiver, camera, RFID reader, and other environmental awareness sensors. These can provide rich and interactive multimedia learning content for educational purpose. In addition, appropriate learning strategies can help educators facilitate mobile learning process and achieve their educational goals.
Most of previous work about mobile technologies has been focused varied strength to emphasize the assistance in mobile learning activity. In this review study, we take more practical points of view to describe how mobile technologies facilitate mobile learning activity. The advanced mobile technology provides users with two important features in recent mobile learning research, situated context and ubiquitous mobility. Ubiquitous mobility has been considered and implemented in several researches in recent years (Sharples Beale, 2003; Joiner et al., 2006;
Fallahkhair, 2007). With ubiquitous mobility, students can facilitate learning activity in the outside world and connect to other peers by connecting to network. Mobile technologies offer rich content of mobile learning and deliver information effectively for students during their learning activities. The feature of mobility also makes mobile learning become more and more distributed (Chang et al., 2003; Corlett, et al., 2005; Clough, 2008). Situated learning is one of mobile learning applications (Hall & Bannon, 2006; Morken, et al., 2007; Lai, et al., 2007); it is the learning that takes place in the context corresponding to the learning materials. Situated learning provides learners with authentic learning examples which suit the learner’s
The advance of mobile technologies have turned handheld devices a part of people’s daily life, such as in communication and entertainment. Meanwhile, educators strive to facilitate learning by applying mobile technology and appropriate learning strategies. Nowadays mobile devices, such as smart phones, have equipped with location information receiver, camera, RFID reader, and other environmental awareness sensors. These can provide rich and interactive multimedia learning content for educational purpose. In addition, appropriate learning strategies can help educators facilitate mobile learning process and achieve their educational goals.
Most of previous work about mobile technologies has been focused varied strength to emphasize the assistance in mobile learning activity. In this review study, we take more practical points of view to describe how mobile technologies facilitate mobile learning activity. The advanced mobile technology provides users with two important features in recent mobile learning research, situated context and ubiquitous mobility. Ubiquitous mobility has been considered and implemented in several researches in recent years (Sharples Beale, 2003; Joiner et al., 2006;
Fallahkhair, 2007). With ubiquitous mobility, students can facilitate learning activity in the outside world and connect to other peers by connecting to network. Mobile technologies offer rich content of mobile learning and deliver information effectively for students during their learning activities. The feature of mobility also makes mobile learning become more and more distributed (Chang et al., 2003; Corlett, et al., 2005; Clough, 2008). Situated learning is one of mobile learning applications (Hall & Bannon, 2006; Morken, et al., 2007; Lai, et al., 2007); it is the learning that takes place in the context corresponding to the learning materials. Situated learning provides learners with authentic learning examples which suit the learner’s
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