This paper describes our preliminary work in progress on ubiquitous e-learning. Ubiquitous e- learning is learning which can take place anywhere, anytime. Following this paradigm, ubiquitous e- learners use mobile devices such as smart phones, tablets, and laptops to learn wherever they are. Furthermore, ubiquitous e-learning implies context- sensitivity so that the style of learning as well as the material is adapted to the e-learner’s immediate surroundings. Ubiquitous e-learning has been identified by researchers as an increasingly important paradigm for the future, for both non-traditional learners as well as for today’s generation of students who are increasingly comfortable with mobile devices as their primary computing platforms. In spite of this, evidence about students’ attitudes towards ubiquitous e-learning is scarce. In order to guide and inform our future research in ubiquitous e-learning research, we have performed a survey of our computer science students. In this paper we present the results of this survey, our evaluation of the results, and our reflection on how these results will inform our future research.

Keywords - e-learning; ubiquitous learning; mobile learning; instuctional technology. 

Abstract: Mobile technology in a new learning paradigm indicates the use of mobile and wireless technologies which scaffold the teaching and learning dimension in most tertiary institutions. The objective of this paper is to assess the level of students’ readiness in using a mobile technology for Technical English in one of the technical universities in Malaysia. A quantitative analysis was used through a survey method in which 200 survey questionnaires were sent out to randomly selected students in engineering faculties at the Universiti Teknikal Malaysia Melaka. The findings showed that the majority of students were ready to embark for a mobile-based learning as they had mobile phones equipped with a 3G service for class notes retrieval, multimedia messaging services, video call services for easy interaction among peers and with tutors. The results provide useful guidelines for curriculum designers and educators. Future work should integrate the perspectives of administrative units and educators to gain an overall assessment of the mobile technology readiness from various dimensions.


 This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile devices, incorporating technologies such as YouTube and VoiceThread. We identified characteristics of these mobile users in Mobile Language Learning (MLL), and the results illuminate how MLL opens up new pedagogical scaffoldings.

Keywords: Students’ Perceptions, Learning Experiences, Mobile Learning

APA Citation:. Kim, D., Rueckert, D., Kim, D.-J., & Seo, D. Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73. Retrieved from

Received: June 26, 2012; Accepted: April 28, 2013; Published: October 1, 2013 Copyright: © Daesang Kim, Daniel Rueckert, Dong-Joong Kim, and Daeryong Seo 

This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning mobile apps. They had great sense of empowerment through developing unique apps by using App Inventor. They felt their own design work and creative problem solving were inspired by the customized mobile apps shared by peers. The learning activities, including sharing customized apps, providing peer feedback, composing design proposals, and keeping design journals (blogging), complemented each other to support a positive sense of community and form a strong virtual community of learning mobile app design. This study helped reveal the educational value of mobile app design activities and the web-based visual programming tool, and the possibility of teaching/learning mobile app design online. The findings can also encourage educators to explore and experiment on the potential of incorporating these design learning activities in their respective settings, and to develop mobile apps for their diverse needs in teaching and learning.

The ubiquity of mobile devices makes them well suited for field-based learning experiences that require students to gather data as part of the process of developing scientific inquiry practices. The usefulness of these devices, however, is strongly influenced by the nature of the applications students use to collect data in the field. To increase student success and satisfaction with these experiences, mobile learning applications must be intuitive and functional for students, and support a systematic approach to the complex process of collecting data during a scientific inquiry. This article examines how developers can take an iterative, user-centred design approach to developing mobile learning applications that scaffold the process of data collection by documenting the evolution of an iPad application called Habitat Tracker. This application was created as part of an integrated curriculum that includes online and mobile computing technologies and was designed to help students learn about the nature of science and scientific inquiry on field trips to a natural science museum. The results of this research include principles that developers can use to guide the design of future applications used to support scientific inquiry during field-based learning experiences.


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