International Journal of Mobile Learning and Organisation http://www.inderscience.com/browse/index.php?journalID=179&year=2011&vol=5&issue=3/4 Inderscience Publishers Ltd en-uk International Journal of Mobile Learning and Organisation 1746-725X 1746-7268 © 2011 Inderscience Publishers Ltd editor@inderscience.com https://www.inderscience.com/images/files/coverImgs/ijmlo_scoverijmlo.jpg http://www.inderscience.com/browse/index.php?journalID=179&year=2011&vol=5&issue=3/4 http://www.inderscience.com/link.php?id=45323 This article comments on the journey towards LIMO (Learning in Mobile Organisations) and how organisations are embracing mobile learning approaches for building a smarter university. It highlights results of a 2010 survey at the University of Maryland University College (the largest not-for-profit university in the USA by student head) to survey faculty members in and outside UMUC to get a sense for the emerging technologies for online learning – about 92% of courses are currently taught online It also briefly outlines some of the issues involved in moving to m-learning. Commentary – The university LIMO (Learning in Mobile Organisations): riding in style
Jay Liebowitz
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 207 - 210
This article comments on the journey towards LIMO (Learning in Mobile Organisations) and how organisations are embracing mobile learning approaches for building a smarter university. It highlights results of a 2010 survey at the University of Maryland University College (the largest not-for-profit university in the USA by student head) to survey faculty members in and outside UMUC to get a sense for the emerging technologies for online learning – about 92% of courses are currently taught online It also briefly outlines some of the issues involved in moving to m-learning.

]]> 10.1504/IJMLO.2011.045323 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 207 - 210 Jay Liebowitz Orkand Endowed Chair in Management and Technology, Graduate School of Management and Technology, University of Maryland University College, 3501 University Boulevard East, Adelphi, Maryland 20783, USA knowledge management KM LIMO mobile organisations University of Maryland University College not-for-profit universities higher education USA United States faculty members UMUC academic faculties emerging technologies online courses mobile learning m-learning online learning e-learning electronic learning online learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 207 210 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45313 In-service teacher professional development (PD) is the key element to prepare high-quality teachers. Previous studies suggested that in-service teachers' busy schedules make it difficult to find time to participate in training sessions, not to mention the extended hours requisite for sustaining the knowledge acquired during the PD. Using the case study method, this exploratory study investigated the possibility of resolving the issue by adopting mobile devices that would facilitate PD. The findings provide evidence of teachers' improved technology skills and positive attitude towards technology integration, present advantages and challenges of this model, and suggest strategies to implement PD through mobile devices. An explorative case study on the effectiveness of using mobile device to conduct teacher professional development
Shiang-Kwei Wang
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 211 - 230
In-service teacher professional development (PD) is the key element to prepare high-quality teachers. Previous studies suggested that in-service teachers' busy schedules make it difficult to find time to participate in training sessions, not to mention the extended hours requisite for sustaining the knowledge acquired during the PD. Using the case study method, this exploratory study investigated the possibility of resolving the issue by adopting mobile devices that would facilitate PD. The findings provide evidence of teachers' improved technology skills and positive attitude towards technology integration, present advantages and challenges of this model, and suggest strategies to implement PD through mobile devices.

]]> 10.1504/IJMLO.2011.045313 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 211 - 230 Shiang-Kwei Wang New York Institute of Technology, Northern Blvd, P.O. Box 8000, Old Westbury, NY 11568-8000, USA teaching strategies learning strategies adult learning teachers USA United States professional development technology integration mobile devices in-service development training sessions extended hours knowledge acquisition improved skills technology skills positive attitudes media players teacher education mobile learning m-learning mobile phones cellphones online learning e-learning electronic learning online learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 211 230 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45314 Recently a lot has been written about Web 2.0, its focus on social networking, and its potential for eLearning. This carries forward to mLearning, a particular type of eLearning. Personalised learning has also been in the literature for decades. Much of this has involved a plea to individualise learning based on learning styles theories. This paper reviews the case for personalised learning, but instead of building on learning styles, the case presented here has more to do with mLearning as a way for learners having choice in what, how, and where they learn, both in school and out of school. If you think socialisation in mLearning is difficult, try personalisation
Zane L. Berge
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 231 - 238
Recently a lot has been written about Web 2.0, its focus on social networking, and its potential for eLearning. This carries forward to mLearning, a particular type of eLearning. Personalised learning has also been in the literature for decades. Much of this has involved a plea to individualise learning based on learning styles theories. This paper reviews the case for personalised learning, but instead of building on learning styles, the case presented here has more to do with mLearning as a way for learners having choice in what, how, and where they learn, both in school and out of school.

]]> 10.1504/IJMLO.2011.045314 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 231 - 238 Zane L. Berge University of Maryland, Baltimore County, 1000 Hilltop Circle, Baltimore, MD 21250, USA personalised learning social networking learning styles socialisation social media networks mobile technologies personalisation Web 2.0 interactivity collaboration interactive media collaborative media individualisation learners schools mobile learning m-learning online learning e-learning electronic learning online learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 231 238 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45315 Mobile data services have changed the interactions among the business, customers, and suppliers in the recent years. The services and consequential organisational transformation has become an essential issue for industries and academics. It prompts the authors to study the issue based on the experiences of 84 Australian organisations. The findings indicated that three major constructs including customer support, availability of information, and productivity are identified as motivators of m-transformation, and organisational support, security, and integration of resources are found as challenges for a successful implementation of m-business. The findings are useful for the future research to the wider domain. Constructs for successful implementation of m-business: an Australian case study
Heng-Sheng Tsai; Raj Gururajan; Abdul Hafeez-Baig
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 239 - 254
Mobile data services have changed the interactions among the business, customers, and suppliers in the recent years. The services and consequential organisational transformation has become an essential issue for industries and academics. It prompts the authors to study the issue based on the experiences of 84 Australian organisations. The findings indicated that three major constructs including customer support, availability of information, and productivity are identified as motivators of m-transformation, and organisational support, security, and integration of resources are found as challenges for a successful implementation of m-business. The findings are useful for the future research to the wider domain.

]]> 10.1504/IJMLO.2011.045315 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 239 - 254 Heng-Sheng Tsai; Raj Gururajan; Abdul Hafeez-Baig Office of Research Operations, University of Southern Queensland, West Street, Toowoomba, QLD 4350, Australia. ' School of Information Systems, University of Southern Queensland, West Street, Toowoomba, QLD 4350, Australia. ' School of Information Systems, University of Southern Queensland, West Street, Toowoomba, QLD 4350, Australia mobile data services m-business m-transformation mobile business mobile transformation Australia interactions customers suppliers organisational transformation customer support information availability productivity motivators organisational support security resource integration mobile learning m-learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 239 254 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45316 In traditional in-the-field activities, most elementary school students can only work with basic inquiry problems owing to the lack of appropriate supports. The advancement of mobile and wireless communication technologies has provided the opportunity to cope with this problem. In this study, a design model for developing a ubiquitous PBL system (UPBLS) is proposed for helping students refine their intuitive problems to become data-based inquiry plans. The system developed in this study provides a discussion platform, an E-library and an ecology measurement database for the collaborative inquiry community. The present results obtained by analysing the students' learning profiles show that the students were well supported in refining the questions they raised from basic questions to data-based scientific questions, with the help of UPBLS. It is concluded that the quantitative approach might provide a productive direction for further studies to integrate different groups' portfolios. The problem-refining progress of 5th graders' ubiquitous inquiry
Pi-Hsia Hung; Gwo-Jen Hwang; Yueh-Hsun Lee; Tsung-Hsun Wu
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 255 - 267
In traditional in-the-field activities, most elementary school students can only work with basic inquiry problems owing to the lack of appropriate supports. The advancement of mobile and wireless communication technologies has provided the opportunity to cope with this problem. In this study, a design model for developing a ubiquitous PBL system (UPBLS) is proposed for helping students refine their intuitive problems to become data-based inquiry plans. The system developed in this study provides a discussion platform, an E-library and an ecology measurement database for the collaborative inquiry community. The present results obtained by analysing the students' learning profiles show that the students were well supported in refining the questions they raised from basic questions to data-based scientific questions, with the help of UPBLS. It is concluded that the quantitative approach might provide a productive direction for further studies to integrate different groups' portfolios.

]]> 10.1504/IJMLO.2011.045316 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 255 - 267 Pi-Hsia Hung; Gwo-Jen Hwang; Yueh-Hsun Lee; Tsung-Hsun Wu Graduate Institute of Measurement and Statistics, National University of Tainan, Tainan, Taiwan. ' Graduate Institute of Digital Learning and Education, National Taiwan University of Science and Technology, Taipei, Taiwan. ' Graduate Institute of Measurement and Statistics, National University of Tainan, Tainan, Taiwan. ' Graduate Institute of Educational Entrepreneurship and Management, National University of Tainan, Tainan, Taiwan ubiquitous inquiry problem refining PBL problem-based learning in-the-field activities elementary schools fifth grade students basic problems appropriate support mobile technologies wireless communications intuitive problems data-based inquiries data-based plans discussion platforms e-libraries electronic libraries ecology measurement databases collaborative inquiry learning profiles question refinement basic questions data-based questions scientific questions Taiwan quantitative approaches portfolio integration group portfolios mobile learning m-learning mobile phones cellphones online learning e-learning electronic learning online learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 255 267 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45317 This paper examines the role of the e-learning manager in the re-engineering of education in the digital age. We say the e-learning manager is the most important determinant of optimal teaching and learning outcomes in technology enhanced educational paradigms. We describe strategies in which the e-learning manager has guided the application of technology enhanced teaching and learning solutions in the development of online courses for the training of hearing health professionals in 'best practice' in Auditory Verbal Therapy at the Hear and Say Centre Brisbane, Australia. The Hear and Say WorldWide e-learning model uses a 'Blended Cyber' mode of delivery that includes both asynchronous and synchronous technologies to reach-and-teach participants around the world, anywhere and anytime. We report on the 'multiplier effect' that results when the e-learning manager trains traditional teachers in the use of digital technologies thereby transforming them into e-learning teachers. The role of the e-Learning manager in re-engineering educational paradigms
Megan Hastie; Nian-Shing Chen; Richard Smith
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 268 - 281
This paper examines the role of the e-learning manager in the re-engineering of education in the digital age. We say the e-learning manager is the most important determinant of optimal teaching and learning outcomes in technology enhanced educational paradigms. We describe strategies in which the e-learning manager has guided the application of technology enhanced teaching and learning solutions in the development of online courses for the training of hearing health professionals in 'best practice' in Auditory Verbal Therapy at the Hear and Say Centre Brisbane, Australia. The Hear and Say WorldWide e-learning model uses a 'Blended Cyber' mode of delivery that includes both asynchronous and synchronous technologies to reach-and-teach participants around the world, anywhere and anytime. We report on the 'multiplier effect' that results when the e-learning manager trains traditional teachers in the use of digital technologies thereby transforming them into e-learning teachers.

]]> 10.1504/IJMLO.2011.045317 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 268 - 281 Megan Hastie; Nian-Shing Chen; Richard Smith Brisbane School of Distance Education, Brisbane, Queensland, Australia; Hear and Say WorldWide, Brisbane, Queensland, Australia. ' Department of Information Management, National Sun Yat-Sen University, Kaohsiung 80424, Taiwan. ' Faculty of Arts, Humanities and Education, Southern Cross University, Queensland, Australia e-learning managers synchronous classrooms cyber classrooms cyber face to face auditory verbal therapy re-engineering educational paradigms teaching outcomes learning outcomes technology enhanced paradigms teaching solutions learning solutions course development online courses training hearing impairment health professionals best practice Hear and Say WorldWide Brisbane Australia blended cyber delivery modes asynchronous technologies synchronous technologies reach-and-teach multiplier effect global participation traditional teachers digital technologies e-learning teachers mobile learning m-learning online learning electronic learning online learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 268 281 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45318 This paper describes a remote training which supports the coaching of runner's form by applying wearable wireless sensors. The system provides a trainer with kinematic information about exercise behaviour of a trainee through monitoring the arm swing with the tri-axial accelerometer in real time. While a trainer can advise the improvement of body movement on a web browser, a trainee can receive the indication during running as a sound feedback. We have designed and implemented our proposal. From the result of an experiment, it was found that the system contributed to the stabilisation of the running form through trainer's appropriate advice. Remote coaching system for runner's form with wearable wireless sensor
Naka Gotoda; Kenji Matsuura; Shinji Otsuka; Toshio Tanaka; Yoneo Yano
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 282 - 298
This paper describes a remote training which supports the coaching of runner's form by applying wearable wireless sensors. The system provides a trainer with kinematic information about exercise behaviour of a trainee through monitoring the arm swing with the tri-axial accelerometer in real time. While a trainer can advise the improvement of body movement on a web browser, a trainee can receive the indication during running as a sound feedback. We have designed and implemented our proposal. From the result of an experiment, it was found that the system contributed to the stabilisation of the running form through trainer's appropriate advice.

]]> 10.1504/IJMLO.2011.045318 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 282 - 298 Naka Gotoda; Kenji Matsuura; Shinji Otsuka; Toshio Tanaka; Yoneo Yano Japan Institute of Sports Sciences, 3-15-1 Nishigaoka, Kita, Tokyo 115-0056, Japan. ' The University of Tokushima, 2-1, Minamijosanjima, Tokushima, Tokushima 770-8506, Japan. ' The University of Tokushima, 2-1, Minamijosanjima, Tokushima, Tokushima 770-8506, Japan. ' The University of Tokushima, 2-1, Minamijosanjima, Tokushima, Tokushima 770-8506, Japan. ' The University of Tokushima, 2-1, Minamijosanjima, Tokushima, Tokushima 770-8506, Japan remote coaching wearable sensors wireless sensors tri-axial accelerometers awareness pace-training triggers ubiquitous computing CMS content management system arm swings sport sports science athletes remote training coaching runners trainers kinematic information exercise behaviour trainees monitoring body movements web browsers sound feedback stabilisation running form training advice physical education Japan mobile learning m-learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 282 298 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45319 There has been an enormous increase in the use of mobile learning (m-learning) systems in many fields due to the tremendous advancement in information and communication technologies. Although, there are many frameworks that have been developed for identifying and categorising the different components of m-learning systems, most of them have some limitations, drawbacks, and no support for quantitative assessment for the success factors (global weights) of the system criteria. In this paper, a new scalable hierarchal framework is developed, which identifies and categorises all components that may affect the development and deployments of cost-effective m-learning. Furthermore, due to the hierarchal structure of the framework, any of the analytic hierarchy process techniques can be used to quantitatively estimate the success factors of the system criteria. In order to demonstrate the benefits and flexibility of the new framework, we develop an interactive software tool for computing success factors of the different system criteria. The tool is referred to as SFacts, and it is used to compute success factors for different sets of preferences. A scalable framework to quantitatively evaluate success factors of mobile learning systems
Ghassan F. Issa; Hussein Al-Bahadili; Maher Abuhamdeh
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 299 - 316
There has been an enormous increase in the use of mobile learning (m-learning) systems in many fields due to the tremendous advancement in information and communication technologies. Although, there are many frameworks that have been developed for identifying and categorising the different components of m-learning systems, most of them have some limitations, drawbacks, and no support for quantitative assessment for the success factors (global weights) of the system criteria. In this paper, a new scalable hierarchal framework is developed, which identifies and categorises all components that may affect the development and deployments of cost-effective m-learning. Furthermore, due to the hierarchal structure of the framework, any of the analytic hierarchy process techniques can be used to quantitatively estimate the success factors of the system criteria. In order to demonstrate the benefits and flexibility of the new framework, we develop an interactive software tool for computing success factors of the different system criteria. The tool is referred to as SFacts, and it is used to compute success factors for different sets of preferences.

]]> 10.1504/IJMLO.2011.045319 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 299 - 316 Ghassan F. Issa; Hussein Al-Bahadili; Maher Abuhamdeh Faculty of Information Technology, Petra University, Amman, Jordan. ' Faculty of Information Technology, Petra University, Amman, Jordan. ' Sales & Services Unit, Orange Jordan, Amman, Jordan success factors analytical hierarchy process fuzzy AHP fuzzy extended analysis scalable frameworks quantitative evaluation ICT information technology communications technology quantitative assessment global weights hierarchal structures component identification component categorisation cost-effective learning cost-effectiveness interactive tools software tools system criteria SFacts preferences mobile learning m-learning mobile phones cellphones online learning e-learning electronic learning online learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 299 316 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45320 The ubiquitous learning environment consists of wireless communication and sensing technology, integrates traditional paper-materials or digitalised multimedia materials to the authentic learning environment. In such environment, learners could read digital materials with mobile devices as well as interact with the authentic learning situation that the learning behaviours become more complicated than general network learning environments. This study aims to establish a portfolio management system for mobile learning environments and a learning behaviour analysis scheme that researchers and teachers could import to manage the learning activities and analyse the learning behaviours in the ubiquitous learning environment. As the portfolio in the ubiquitous learning environment presents time sequence, mining sequential pattern is applied for analysis in order to discover the learning paths and the difference between the learners with high learning achievement and low learning achievement for teaching and learning reference. The establishment of ubiquitous portfolio management system and learning behaviour analysis scheme
Hui-Chun Chu; Yung-Huan Lo
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 317 - 326
The ubiquitous learning environment consists of wireless communication and sensing technology, integrates traditional paper-materials or digitalised multimedia materials to the authentic learning environment. In such environment, learners could read digital materials with mobile devices as well as interact with the authentic learning situation that the learning behaviours become more complicated than general network learning environments. This study aims to establish a portfolio management system for mobile learning environments and a learning behaviour analysis scheme that researchers and teachers could import to manage the learning activities and analyse the learning behaviours in the ubiquitous learning environment. As the portfolio in the ubiquitous learning environment presents time sequence, mining sequential pattern is applied for analysis in order to discover the learning paths and the difference between the learners with high learning achievement and low learning achievement for teaching and learning reference.

]]> 10.1504/IJMLO.2011.045320 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 317 - 326 Hui-Chun Chu; Yung-Huan Lo Department of Computer Science and Information Management, Soochow University, 56, Sec. 1, Kui-Yang St., Taipei City 100, Taiwan. ' Department of Computer Science and Information Management, Soochow University, 56, Sec. 1, Kui-Yang St., Taipei City 100, Taiwan ubiquitous learning u-learning ubiquitous technologies ubiquitous networks ubiquitous computing learning environments portfolio management systems sequential patterns learning behaviour behaviour analysis wireless communications sensing technology traditional materials paper digitalised materials multimedia materials learners digital materials mobile devices interaction researchers teachers time sequences data mining sequential patterns learning paths high learning achievement low learning achievement Taiwan mobile learning m-learning online learning e-learning electronic learning online learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 317 326 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45321 Teaching and learning programming with a traditional classroom/lab-based approach is challenging. Students often struggle to learn program due to lack of extensive hands-on practice and sufficient time to become familiar with programming concept. In this paper we report on an action research study of students' exploration and use of previously unexplored low-cost open-source mobile devices for learning programming. The study was conducted over a period of 14 weeks in University of West London, UK, with the postgraduate students studying Mobile Application Development (MAD) module which is a part of the MSc Network and Mobile Computing course. We introduced the Wikireader, a handheld reading device, and Nanonote, a lightweight pocket computer. In this study, we used mixed methods research methodology and data analysis was guided by the Framework for the Rational Analysis of Mobile Education (FRAME) model. The results of our evaluations indicate open-source devices have potential to enhance motivation to learn programming without being restricted to the limited practical sessions in the university lab and also facilitate offline reading. Evaluation of a hands-on approach to learning mobile and embedded programming
Sujan Shrestha; John Moore; José Abdelnour Nocera
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 327 - 344
Teaching and learning programming with a traditional classroom/lab-based approach is challenging. Students often struggle to learn program due to lack of extensive hands-on practice and sufficient time to become familiar with programming concept. In this paper we report on an action research study of students' exploration and use of previously unexplored low-cost open-source mobile devices for learning programming. The study was conducted over a period of 14 weeks in University of West London, UK, with the postgraduate students studying Mobile Application Development (MAD) module which is a part of the MSc Network and Mobile Computing course. We introduced the Wikireader, a handheld reading device, and Nanonote, a lightweight pocket computer. In this study, we used mixed methods research methodology and data analysis was guided by the Framework for the Rational Analysis of Mobile Education (FRAME) model. The results of our evaluations indicate open-source devices have potential to enhance motivation to learn programming without being restricted to the limited practical sessions in the university lab and also facilitate offline reading.

]]> 10.1504/IJMLO.2011.045321 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 327 - 344 Sujan Shrestha; John Moore; José Abdelnour Nocera School of Computing and Technology, University of West London, St Mary's Road, Ealing, London, W5 5RF, UK. ' School of Computing and Technology, University of West London, St Mary's Road, Ealing, London, W5 5RF, UK. ' School of Computing and Technology, University of West London, St Mary's Road, Ealing, London, W5 5RF, UK copyleft hardware open-source hardware FOSS free software open-source software learning programming offline learning embedded programming mobile application development Packedobjects Nanonote Wikireader mobile usability hands-on practice teaching classrooms laboratory-based approaches programming concepts low-cost devices mobile devices University of West London UK United Kingdom universities higher education postgraduate students master' s degrees MSc programmes network computing mobile computing handheld devices reading devices lightweight computers pocket computers mixed methods methodologies research methodologies data analysis FRAME frameworks rational analysis mobile education motivation enhancement practical sessions university laboratories offline reading mobile learning m-learning online learning e-learning electronic learning online learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 327 344 2012-02-06T23:20:50-05:00 http://www.inderscience.com/link.php?id=45322 Most EFL (English as a Foreign Language) contexts have been characterised as traditional teacher-directed language learning setting. This indicates the need for a practical incorporation of more student-centred approaches. Mobile social networking is relatively new to the fields of study investigating different student-centred practices. This study investigated the potential of mobile social networking in maintaining an effective learning environment and in creating meaningful learning opportunities that cater for students' needs and promote student-centeredness and collaborative learning. The study concluded that mobile social networking played a major transformational role and enhanced the shift from a traditional teacher-directed EFL instruction to a more collaborative, enjoyable, and above all, student-centred instruction. Mobile social networking in language learning: a transformational tool
Saleh Al-Shehri
International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 345 - 359
Most EFL (English as a Foreign Language) contexts have been characterised as traditional teacher-directed language learning setting. This indicates the need for a practical incorporation of more student-centred approaches. Mobile social networking is relatively new to the fields of study investigating different student-centred practices. This study investigated the potential of mobile social networking in maintaining an effective learning environment and in creating meaningful learning opportunities that cater for students' needs and promote student-centeredness and collaborative learning. The study concluded that mobile social networking played a major transformational role and enhanced the shift from a traditional teacher-directed EFL instruction to a more collaborative, enjoyable, and above all, student-centred instruction.

]]> 10.1504/IJMLO.2011.045322 International Journal of Mobile Learning and Organisation, Vol. 5, No. 3/4 (2011) pp. 345 - 359 Saleh Al-Shehri School of Education, The University of Queensland, Brisbane, Australia language learning mobile networking student-centred learning collaborative learning social media social networking networks mobile technologies transformational tools EFL English language foreign languages teacher-directed learning teachers learning environments learning opportunities student needs King Khalid University Saudi Arabia universities higher education mobile learning m-learning mobile phones cellphones online learning e-learning electronic learning online learning internet world wide web. 2012-02-06T23:20:50-05:00 5 3/4 345 359 2012-02-06T23:20:50-05:00