Empirical Study of College Teachers’ Attitude Toward Introducing Mobile Learning to Classroom Teaching

Abstract

With the rapid development of information technology and high broad reach of internet, mobile learning is becoming increasingly popular. In this paper, a mobile-learning method is proposed to explore college teachers’ attitude toward introducing mobile learning to classroom teaching. An experiment was implemented to investigate teachers’ attitude and classroom teaching activities. The results show that they hold an affirmative attitude toward mobile learning, and different mobile learning platforms were applied into almost every step of their classroom teaching. Compared to traditional teaching method, mobile learning has prominent advantages, such as instant and interactive way of teaching, fast updating knowledge, simple and convenient assessment function, various teaching approaches and improvements on students’ learner autonomy. When introducing mobile learning to classroom teaching, teachers’ main concern falls on that students use mobile devices to do other things in the name of study and can’t balance their time spent on mobile learning. Finally, a suggestion is given that it is better for teachers to combine mobile learning with traditional teaching methods to achieve the best teaching effect.