Philosophy of e-learning vs m-learning
DOI:
https://doi.org/10.57125/FP.2023.12.30.01Keywords:
Educational systems, learning, philosophy, students, technology in educationAbstract
Aims. This study aimed to provide an in-depth analysis of e-learning and m-learning philosophy in the context of technology use in education. This research aimed to provide a deep and defined understanding of the impact of e-learning and m-learning philosophy in the context of education today.
Methodology. The methodology used for this research was a literature review, which was oriented by a systematic and analytical approach, to identify, analyse and evaluate the relevant writings and studies in the field of e-learning and m-learning philosophy. Initially, the field of the study was identified and defined, including the main topics and concepts related to e-learning and m-learning philosophy. Through the content analysis, the main trends, differences, and challenges arising from these two learning modalities have been identified.
Results. The results of the literature review served as a basis for further research in the field of education and technology, aspiring to contribute to the development of a comprehensive teaching approach that aligns with the needs of our rapidly advancing technological era.
Scientific Novelty. One innovative aspect was the increased analysis of the synergy between e-learning and m-learning. This analysis went beyond a simple examination of the benefits and challenges of each, but also explored the shared opportunities that arose from their combination and matching, that could serve as a model for the development of a common learning approach.
Conclusion. In conclusion, e-learning and m-learning philosophies serve as attractive paradigms for the use of technology in education. E-learning offers opportunities for research and advanced learning through online resources, while m-learning encourages active participation and the use of mobile technology for a personalised learning experience. These paradigms have a profound impact on students' critical and analytical skills, promoting a more dynamic and interactive approach to learning.
References
Adeoye, I. A., Adanikin, A. F., & Adanikin, A. (2020). COVID-19 and e-learning: Nigeria tertiary education system experience. International Journal of Research and Innovation in Applied Science, 5(5), 28-31. http://repository.elizadeuniversity.edu.ng/jspui/bitstream/20.500.12398/1063/1/researchgateEmailing28-311.pdf
Adilbayeva, U., Mussanova, G. A., Mombekova, N. B., & Suttibayev, N. A. (2022). Digital communication technology for teaching a foreign language and culture through reading. International Journal of Society, Culture & Language, 10(3), 21-30. https://doi.org/10.22034/ijscl.2022.543110.2472
Adov, L., Pedaste, M., Leijen, Ä., Rannikmäe, M. (2020) Does it have to be easy, useful, or do we need something else? STEM teachers’ attitudes towards mobile device use in teaching. Technol. Pedagog. Educ, 29, 511–526. https://doi.org/10.1080/1475939X.2020.1785928
Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating E-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Alghabban, W. G., Salama, R. M., Altalhi, A. H. (2017). Mobile cloud computing: An effective multimodal interface tool for students with dyslexia. Computers in Human Behavior, 75, 160–166. https://doi.org/10.1016/j.chb.2017.05.014
Arain, A. A., Hussain, Z., Rizvi, W. H., Vighio, M. S. (2018). An analysis of the influence of a mobile learning application on the learning outcomes of higher education students. Universal Access in the Information Society, 17, 325–334. https://doi.org/10.1007/s10209-017-0551-y
Ayele, A. A., Birhanie, W. K. (2018). Acceptance and use of e-learning systems: the case of teachers in technology institutes of Ethiopian Universities. Appl. Inform. 5, 1–11. https://doi.org/10.1186/s40535-018-0048-7
Ayu, M. (2020). Online learning: Leading elearning at higher education. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 7(1), 47-54. https://doi.org/10.36706/jele.v7i1.11515
Balart, C., Cortés, S. (2018). A historical look at the impact of ICT in the knowledge society in the current national context. Contexts: Humanities and Social Sciences Studies, 41. http://revistas.umce.cl/index.php/contextos/article/view/1386
Basak, S. K., Wotto, M., & Bélanger, P. (2018). E-learning, M-learning and D-learning: Conceptual definition and comparative analysis. E-Learning and Digital Media, 15(4), 191-216. https://doi.org/10.1177/2042753018785180
Bial, S. (2015). E-Learning Revolutionise Education: An Exploratory study. E-learning: A Boom or Curse, 1-5. https://files.eric.ed.gov/fulltext/ED562557.pdf
Bacca-Acosta, J., Avila-Garzon, C. (2020). Student engagement with mobile-based assessment systems: A survival analysis. J. Comput. Assist. Learn. 37, 158–171. https://doi.org/10.1111/jcal.12475
Binbasioglu, H., Turk, M. (2020). Mobile Technology Acceptance Among Turkish Travelers. In Digital Marketing Strategies for Tourism, Hospitality, and Airline Industries; IGI Global: Hershey, PA, USA, 111–140. https://doi.org/10.4018/978-1-5225-9783-4.ch006
Bonghez, S. (2021). What are mLearning and eLearning? Difference between eLearning and mLearning LIFESPEED. https://www.projectcubicle.com/what-are-mlearning-and-elearning-how-are-they-different-from-each-other/
Botero, G.G., Questier, F., Cincinnato, S., He, T., Zhu, C. (2018). Acceptance and usage of mobile assisted language learning by higher education students. J. Comput. High. Educ., 30, 426–451. https://eric.ed.gov/?id=EJ1194679
Bruner, JS (2018). Cognitive development and education. Madrid, Spain: Ediciones Morata SL https://archives.palarch.nl/index.php/jae/article/download/9651/8887/18909
Chang, H. H., Wong, K. H., and Li, S. Y. (2017). Applying push-pull-mooring to investigate channel switching behaviors: M-shopping self-efficacy and switching costs as moderators. Electron. Commun. Res. Appl. 24, 50–67. https://doi.org/10.1016/j.elerap.2017.06.002
Chen, K. T-C. (2017). Examining EFL instructors’ and students’ perceptions and acceptance toward M-learning in higher education. Universal Access in the Information Society, 16, 967–976. https://doi.org/10.1007/s10209-016-0494-8
Chitra, A. P., & Raj, M. A. (2018). E-Learning. Journal of Applied and Advanced Research, 3(1), S11-S13. https://doi.org/10.21839/jaar.2018.v3iS1.158
Costa, R. (2020). Pedagogical challenges: before and in the covid 19 pandemic. Temas Em Educação e Saúde, 16(2), 594-606. https://doi.org/10.21839/jaar.2018.v3iS1.158
De la Hoz, E., Martínez, O., Combita, H., & Hernández, H. (2019). Information and Communication Technologies and their Influence on the Transformation of Higher Education in Colombia to Promote the Global Economy. Information Technology, 30(1), 255-262. http://dx.doi.org/10.4067/S0718-07642019000100255.
Dumpit, D. Z., Fernandez, C. J. (2017). Analysis of the use of social media in Higher Education Institutions (HEIs) using the Technology Acceptance Model. International Journal of Educational Technology in Higher Education, 14, 5. https://doi.org/10.1186/s41239-017-0045-2
Essilfie, A. A., Hurley, E. T., Strauss, E. J., & Alaia, M. J. (2020). Resident, fellow, and attending perception of E-learning during the COVID-19 pandemic and implications on future orthopaedic education. JAAOS-Journal of the American Academy of Orthopaedic Surgeons, 28(19). https://doi.org/10.5435/JAAOS-D-20-00579
Fabian, K., Topping, K.J., Barron, I.G. (2018). Using mobile technologies for mathematics: Effects on student attitudes and achievement. Educ. Technol. Res. Dev., 66, 1119–1139. https://doi.org/10.1007/s11423-018-9580-3
FAO. (2021). E-learning methodologies and good practices. Food and Agriculture Organization of the United Nations, 1-180. https://www.fao.org/3/i2516e/i2516e.pdf
Grande, M., García, F., Corell, A., & Abella, V. (2020). Virtualization caused by Covid 19: recommendations for evaluation. Ensinar, assess and learn not ensino superior: perspectivasinternacionais, 231-250. https://archives.palarch.nl/index.php/jae/article/download/9651/8887/18909
Google Classroom. (2024). Google Classroom, https://edu.google.com/workspace-for-education/classroom/
Huang, D.-H., Chueh, H.-E. (2022). Behavioral intention to continuously use learning apps: A comparative study from Taiwan universities. Technological Forecasting and Social Change, 177(5), 121531. https://doi.org/10.1016/j.techfore.2022.121531
Huang, F., Teo, T. (2019). Influence of teacher-perceived organizational culture and school policy on Chinese teachers' intention to use technology: an extension of technology acceptance model. Educ. Tech. Rese. Deve. 68, 1547–1567. https://doi.org/10.1007/s11423-019-09722-y
Huang, F., Teo, T., Zhou, M. (2020). Chinese students' intentions to use the Internet-based technology for learning. Educ. Tech. Rese. Deve. 68, 575–591. https://doi.org/10.1007/s11423-019-09695-y
Khan Academy. (2024). Khan Academy, https://www.khanacademy.org/
Kumar, P., & Vasimalairaja, M. (2019). Mobile Learning. Alagappa University, 97-105. https://www.researchgate.net/publication/332269385_Mobile_Learning
Konig, J., Bremerich-Vos, A., Buchholtz, C., Fladung, I., & Glutsch, N. (2020). Pre– service teachers’ generic and subjectspecific lesson-planning skills: On learning adaptive teaching during initial teacher education. European Journal of Teacher Education, 43(2), 131-150. https://doi.org/10.1080/02619768.2019.1679115
Li, C., Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is how. World Economic Forum. https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/.
Li, Y., Wang L. (2018). Using iPad-based mobile learning to teach creative engineering within a problem-based learning pedagogy. Educational and Information Technologies, 23, 555–568. https://link.springer.com/article/10.1007/s10639-017-9617-y
Lim, A. (2021). The Differences Between Mobile Learning and eLearning. eLearning Industry. https://elearningindustry.com/members/alexander-lim#:~:text=The%20Differences%20Between%20Mobile%20Learning,learners%20to%20learn%20more%20efficiently.
Martínez, S.J.R., Ordoñez, X.G., Guillen-Gamez, F.D., Agapito, J.B. (2020). Attitudes towards technology among distance education students: Validation of an explanatory model. Online Learn., 24, 59–75. https://doi.org/10.24059/olj.v24i2.2028
Mauricio, M.C., Genuino, C.F. (2020). Writing Performance and Attitude of ESL Learners Engaged in Smartphone Assisted Collaborative Activity. LEARN J. Lang. Educ. Acquis. Res. Network, 13, 445–468. https://files.eric.ed.gov/fulltext/EJ1258661.pdf
Mhlongo, S., Mbatha, K, Ramatsetse, B., Dlamini, R. (2023). Challenges, opportunities, and prospects of adopting and using smart digital technologies in learning environments: An iterative review, Heliyon, 9(6), e16348. https://doi.org/10.1016/j.heliyon.2023.e16348
Mikroyannidis, A., Gómez-Goiri, A., Smith, A., Domingue, J. (2018). A mobile environment for practical learning of network engineering. Interact. Learn. Environ., 28, 482–496. https://doi.org/10.1007/978-3-030-93904-5_28
Muller, A. M., Goh, C., Lim, L. Z., & Gao, X. (2021). Covid-19 emergency eLearning and beyond: Experiences and perspectives of university educators. Education Sciences, 11(19), 1-15. https://doi.org/10.3390/educsci11010019
Nouraey, P., Bavali, M, Behjat, F. (2023). A Post-Pandemic Systematic Review of E-Learning: A Cross-Cultural Study. International Journal of Society, Culture & Language, 11(3), 97-114. https://doi.org/10.22034/ijscl.2023.1971247.2799
Orhani, S. (2021). Integration Technology in Math Lessons. Current Issues of Education and Science, 25-32. https://doi.org/10.26697/9786177089147.2021.04
Patel, C. (2016). E-Learning: Concept, Features and it’s Types. International Journal of Research in Humanities & Soc. Sciences, 4(1), 1-4. https://www.raijmr.com/ijrhs/wp-content/uploads/2017/11/IJRHS_2016_vol04_issue_01_02.pdf
Pinto, M., Caballero, D., Sales, D., Fernández-Pascual, R. (2020). MOBILE-APPS questionnaire: Developing and validating a scale to measure the attitudes and perceptions of undergraduate students on mobile information literacy. J. Libr. Inf. Sci., 52, 1063–1072. https://doi.org/DOI:10.1177/0961000620902260
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144(1), 103701. https://doi.org/10.1016/j.compedu.2019.103701
Rivera, D., &Suconota, E. (2018). ICT in the management of educational processes. Reason and word: reputation, transparency and new technologies, 22(3), 481- 509. https://archives.palarch.nl/index.php/jae/article/download/9651/8887/18909
Salinas, J., De Benito, B., Pérez, A., & Gisbert, M. (2018). Blended learning, beyond the face-to-face class. Revista Iberoamericana de Educación a Distancia, 21(1), 195-213. https://doi.org/10.5944/ried.21.1.18859
Salhab, R., Daher, W. (2023). University Students’ Engagement in Mobile Learning. Eur. J. Investig. Health Psychol. Educ., 13, 202–216. https://doi.org/10.3390/ejihpe13010016
Salloum, S. A., Al-Emran, M., Shaalan, K., & Tarhini, A. (2019). Factors affecting the e-learning acceptance: A case study from UAE. Education and Information Technologies, 24(1), 509-530. https://eric.ed.gov/?id=EJ1201912
Sánchez-Prieto, J. C., Olmos-Migueláñez, S., & García-Peñalvo, F. J. (2016). Informal tools in formal contexts: Development of a model to assess the acceptance of mobile technologies among teachers. Computers in Human Behavior, 55, 519–528. https://doi.org/10.1016/j.chb.2015.07.002
Seo, K., Tang, J., Roll, I., Fels, S., Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning, Int J Educ Technol High Educ 18(54). https://doi.org/10.1186/s41239-021-00292-9.
Shohel, M., & Mahruf, C. (2022). E-Learning and Digital Education in the Twenty-First Century. London. https://www.intechopen.com/books/9974
Szopiński, T., & Bachnik, K. (2022). Student evaluation of online learning during the COVID-19 pandemic. Technological Forecasting and Social Change, 174(1), 121203. https://doi.org/10.1016/j.techfore.2021.121203.
Taylor, B. (2023). The Future Of eLearning: How Technology Is Transforming Education, E-learning Industry, https://elearningindustry.com/the-future-of-elearning-how-technology-is-transforming-education.
Vektor, L. (2020). What Is eLearning And How Is It Important For Our Education System?, E-learning Industry, https://elearningindustry.com/what-is-elearning-how-important-for-education-system
Wang, J., Jou, (2020). M. The influence of mobile-learning flipped classrooms on the emotional learning and cognitive flexibility of students of different levels of learning achievement. Interact. Learn. Environ. 31, 1309–1321. https://doi.org/10.1080/10494820.2020.1830806
Yunkul, E., Cankaya, S. (2017). Students’ Attitudes Towards Edmodo, a Social Learning Network: A Scale Development Study. Turk. Online J. Distance Educ., 18, 16–29. https://doi.org/10.17718/tojde.306554
Zhou, M., Li, Z. (2018). Blended mobile learning in theatre arts classrooms in higher education. Innov. Educ. Teach. Int, 56, 307–317. https://doi.org/10.1080/14703297.2018.1447389
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 author
This work is licensed under a Creative Commons Attribution 4.0 International License.
