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Integrating Mobile Learning in an Undergraduate Course: An Exploration of Affordances and Challenges for Learners in UAE

Integrating Mobile Learning in an Undergraduate Course: An Exploration of Affordances and Challenges for Learners in UAE

Fawzi Ishtaiwa
Copyright: © 2014 |Volume: 6 |Issue: 3 |Pages: 17
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781466655553|DOI: 10.4018/ijmbl.2014070101
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MLA

Ishtaiwa, Fawzi. "Integrating Mobile Learning in an Undergraduate Course: An Exploration of Affordances and Challenges for Learners in UAE." IJMBL vol.6, no.3 2014: pp.1-17. http://doi.org/10.4018/ijmbl.2014070101

APA

Ishtaiwa, F. (2014). Integrating Mobile Learning in an Undergraduate Course: An Exploration of Affordances and Challenges for Learners in UAE. International Journal of Mobile and Blended Learning (IJMBL), 6(3), 1-17. http://doi.org/10.4018/ijmbl.2014070101

Chicago

Ishtaiwa, Fawzi. "Integrating Mobile Learning in an Undergraduate Course: An Exploration of Affordances and Challenges for Learners in UAE," International Journal of Mobile and Blended Learning (IJMBL) 6, no.3: 1-17. http://doi.org/10.4018/ijmbl.2014070101

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Abstract

This study investigated students' perceptions towards the affordances and challenges of integrating mobile learning (m-learning) into an undergraduate course. It also examined the impact of students' gender on their perceived affordances and challenges. The relationship between students' perceived affordances and perceived challenges of m-learning was also explored. Questionnaires distributed to 76 students and semi-structured interviews conducted with 17 students were used for collecting data to answer the research questions. The results revealed that students' perceptions towards the affordances of m-learning were particularly positive. They indicated that m-learning can provide an active, flexible, contextualised, and situated learning environment. However, several challenges are associated with m-learning integration. Most notable are: distraction, small device screens, plagiarism, cost, and parents' negative attitudes toward m-learning. The study also revealed that students' gender significantly impacted on the perceived affordances and challenges of m-learning. Finally, a negative significant correlation was found between mobile technology affordances and challenges.

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