THE IMPORTANCE OF MOBILE LEARNING (M-LEARNING) ACTIVITIES TO ENHANCE STUDENTS’ LEARNING ENGAGEMENT IN INDONESIAN SECONDARY SCHOOLS
DOI:
https://doi.org/10.56667/dejournal.v1i1.40Keywords:
M-learning, Students’ learning engagement, secondary schoolsAbstract
Mobile technologies have been considered a valuable tool to enhance various learning practices. Therefore, this paper critically evaluates existed literature reviews in regard to the importance of the related learning tool to increase students’ learning engagement in Indonesian secondary schools. In particular, this paper attempts to examine how mobile learning activities provide more advantages instead of the disadvantages in the classroom. Furthermore, this research also discusses the possible challenges in the implementation of M-learning and evaluates M-learning activities in the learning process. Ultimately, the paper concludes that M-learning activities play essential roles to offer various benefits to students’ learning engagement in the Indonesian secondary school context. For instance, developing students’ personal development, triggering students to work collaboratively and providing flexible learning.
Downloads
Download data is not yet available.
References
Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., & Soloway, E. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(01), 3-29. Retrieved from https://telearn.archieves-ouvertes.fr/hal00190632
Cobcroft, R., Towers, S., Smith, J., & Bruns, A. (2006). Mobile learning in review: Opportunities and challenges for learners, teachers, and institutions. In Proceedings Online Learning and Teaching (OLT) Conference 2006, Queensland University of Technology. Brisbane. Retrieved from http://eprints.qut.edu.au
Cowan, P., & Butler, R. (2013). Using activity theory to problematize the role of the teacher during mobile learning. SAGE Open, 3(4), 1-13. doi: 10.1177/2158244013516155
Delialioglu, Ö. (2012). Student engagement in blended learning environments with lecture-based and problem-based instructional approaches. Journal of Educational Technology & Society, 15(3), 310-322. Retrieved from http://www.jstor.org/stable/pdf/jeductechsoci.15.3.310
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22. doi: 10.1007/s10956-008-9119-1
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498. doi: 10.1016/j.compedu.2007.09.016
Exley, B. (2005). Learner characteristics of ‘Asian’ EFL students: exceptions to the ‘Norm’. In Young, Janelle, Eds. Proceedings Pleasure Passion Provocation. Joint National Conference AATE & ALEA 2005, pages 1-16, Gold Coast, Australia. Retrieved from https://eprints.qut.edu.au/1792/1/1792.pdf
Harfitt, G. J. (2012). An examination of teachers’ perceptions and practice when teaching large and reduced-size classes: Do teachers really teach them in the same way? Teaching and Teacher Education, 28(1), 132-140. doi: 10.1016/j.tate.2011.09.001
Hsu, Y.-C., & Y.-H. Ching. (2013). Mobile computer-supported collaborative learning: A review of experimental research. British Journal of Educational Technology, 44(5), 111-114. doi: 10.1111/bjet.12002
Hwang, W. Y., Huang, Y. M., Shadiev, R., Wu, S. Y., & Chen, S. L. (2014). Effects of using mobile devices on English listening diversity and speaking for EFL elementary students. Australasian Journal of Educational Technology, 30(5), 503-516. doi: 10.14742/ajet.237
Imtinan, U., Chang, V., & Issa, T. (2012). Characteristics of mobile learning environments in developing countries. The International Journal of Learning, 18(5), 163-173. Retrieved from https://espace.curtin.edu.au/handle/20.500.11937/5686
Johan, E., Teresa, C. P., Jalal, N., Daniel, S., & Robert, R. (2011). Mobile devices as support rather than distraction for mobile learners: Evaluating guidelines for design. International Journal of Mobile and Blended Learning (IJMBL), 3(2), 1-15. doi: 10.4018/jmbl.2011040101
Luschei, T. F., Dimyati, S., & Padmo, D. (2008). Maintaining e3‐learning while transitioning to online instruction: The case of the Open University of Indonesia. Distance Education, 29(2), 165-174. doi: 10.1080/01587910802154962
Markett, C., Sanchez, I. A., Weber, S., & Tangney, B. (2006). Using short message service to encourage interactivity in the classroom. Computers & Education, 46(3), 280-293. doi: 10.1016/j.compedu.2005.11.014
Melero, J., Leo-H, D., & Manatunga, K. (2015). Group-based mobile learning: Do group size and sharing mobile devices matter? Computers in Human Behavior, 44(9), 377-385. doi: 10.1016/j.chb.2014.11.078
Ministry of Education and Culture. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65/2013 tentang Standar Proses Pendidikan Dasar dan Menengah. [The Regulation of the Minister of Education and Culture of Republic Indonesia Number 65/2013 concerning The Process Standard of Education in Elementary and High School]. Jakarta: Author
Morris, N. P., Lambe, J., Ciccone, J., & Swinnerton, B. (2016). Mobile technology: Students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning, 32(5), 430-442. doi: 10.1111/jcal.12144
Pruet, P., Ang, S. C., & Farzin, D. (2016). Understanding tablet computer usage among primary school students in underdeveloped areas: Students’ technology experience, learning styles and attitudes. Computers in Human Behavior, 55(14), 1131-1144. doi: 10.1016/j.chb.2014.09.063
Rambe, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44(4), 544-561. doi: 10.1111/bjet.12057
Reychav, I., & Wu, D. (2015). Mobile collaborative learning: The role of individual learning in groups through text and video content delivery in tablets. Computers in Human Behavior, 50(15), 520-534. doi: 10.1016/j.chb.2015.04.019
Sun, G., & Shen, J. (2014). Facilitating social collaboration in mobile cloud-based learning: A teamwork as a service (TaaS) approach. IEEE Transactions on Learning Technologies, 7(3), 207-220. doi: 10.1109/TLT.2014.2340402
Sun, Z., Lin, C-H., Wu, M., Zhou, J., & Luo, L. (2017). A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning. British Journal of Educational Technology, 0(0), 1-14. doi: 10.1111/bjet.12571
Turkle, S. (2008). Always-on/always on you: the tethered self. In J. Katz (Ed.), Handbook of mobile communication studies (pp. 121–137). Cambridge, MA: MIT Press.
Virvou, M., & Alepis, E. (2005). Mobile educational features in authoring tools for personalised tutoring. Computers & Education, 44(1), 53-68. doi: 10.1016/j.compedu.2003.12.020
Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students' learning behaviors and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. doi: 10.1111/j.1467-8535.2008.00846.x
Yin, C., Song, Y., Tabata, Y., Ogata, H., & Hwang, G.-J. (2013). Developing and implementing a framework of participatory simulation for mobile learning using scaffolding. Educational Technology & Society, 16(3), 137–150. Retrieved from http://www.ifets.info/past_issues.php
Yusri, I. K., & Goodwin, R. (2013). Mobile learning for ICT training: Enhancing ICT skill of teachers in Indonesia. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(4), 293-296. doi: 10.7763/IJEEEE.2013.V3.243
Cobcroft, R., Towers, S., Smith, J., & Bruns, A. (2006). Mobile learning in review: Opportunities and challenges for learners, teachers, and institutions. In Proceedings Online Learning and Teaching (OLT) Conference 2006, Queensland University of Technology. Brisbane. Retrieved from http://eprints.qut.edu.au
Cowan, P., & Butler, R. (2013). Using activity theory to problematize the role of the teacher during mobile learning. SAGE Open, 3(4), 1-13. doi: 10.1177/2158244013516155
Delialioglu, Ö. (2012). Student engagement in blended learning environments with lecture-based and problem-based instructional approaches. Journal of Educational Technology & Society, 15(3), 310-322. Retrieved from http://www.jstor.org/stable/pdf/jeductechsoci.15.3.310
Dunleavy, M., Dede, C., & Mitchell, R. (2009). Affordances and limitations of immersive participatory augmented reality simulations for teaching and learning. Journal of Science Education and Technology, 18(1), 7-22. doi: 10.1007/s10956-008-9119-1
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498. doi: 10.1016/j.compedu.2007.09.016
Exley, B. (2005). Learner characteristics of ‘Asian’ EFL students: exceptions to the ‘Norm’. In Young, Janelle, Eds. Proceedings Pleasure Passion Provocation. Joint National Conference AATE & ALEA 2005, pages 1-16, Gold Coast, Australia. Retrieved from https://eprints.qut.edu.au/1792/1/1792.pdf
Harfitt, G. J. (2012). An examination of teachers’ perceptions and practice when teaching large and reduced-size classes: Do teachers really teach them in the same way? Teaching and Teacher Education, 28(1), 132-140. doi: 10.1016/j.tate.2011.09.001
Hsu, Y.-C., & Y.-H. Ching. (2013). Mobile computer-supported collaborative learning: A review of experimental research. British Journal of Educational Technology, 44(5), 111-114. doi: 10.1111/bjet.12002
Hwang, W. Y., Huang, Y. M., Shadiev, R., Wu, S. Y., & Chen, S. L. (2014). Effects of using mobile devices on English listening diversity and speaking for EFL elementary students. Australasian Journal of Educational Technology, 30(5), 503-516. doi: 10.14742/ajet.237
Imtinan, U., Chang, V., & Issa, T. (2012). Characteristics of mobile learning environments in developing countries. The International Journal of Learning, 18(5), 163-173. Retrieved from https://espace.curtin.edu.au/handle/20.500.11937/5686
Johan, E., Teresa, C. P., Jalal, N., Daniel, S., & Robert, R. (2011). Mobile devices as support rather than distraction for mobile learners: Evaluating guidelines for design. International Journal of Mobile and Blended Learning (IJMBL), 3(2), 1-15. doi: 10.4018/jmbl.2011040101
Luschei, T. F., Dimyati, S., & Padmo, D. (2008). Maintaining e3‐learning while transitioning to online instruction: The case of the Open University of Indonesia. Distance Education, 29(2), 165-174. doi: 10.1080/01587910802154962
Markett, C., Sanchez, I. A., Weber, S., & Tangney, B. (2006). Using short message service to encourage interactivity in the classroom. Computers & Education, 46(3), 280-293. doi: 10.1016/j.compedu.2005.11.014
Melero, J., Leo-H, D., & Manatunga, K. (2015). Group-based mobile learning: Do group size and sharing mobile devices matter? Computers in Human Behavior, 44(9), 377-385. doi: 10.1016/j.chb.2014.11.078
Ministry of Education and Culture. (2013). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 65/2013 tentang Standar Proses Pendidikan Dasar dan Menengah. [The Regulation of the Minister of Education and Culture of Republic Indonesia Number 65/2013 concerning The Process Standard of Education in Elementary and High School]. Jakarta: Author
Morris, N. P., Lambe, J., Ciccone, J., & Swinnerton, B. (2016). Mobile technology: Students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning, 32(5), 430-442. doi: 10.1111/jcal.12144
Pruet, P., Ang, S. C., & Farzin, D. (2016). Understanding tablet computer usage among primary school students in underdeveloped areas: Students’ technology experience, learning styles and attitudes. Computers in Human Behavior, 55(14), 1131-1144. doi: 10.1016/j.chb.2014.09.063
Rambe, P., & Bere, A. (2013). Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology. British Journal of Educational Technology, 44(4), 544-561. doi: 10.1111/bjet.12057
Reychav, I., & Wu, D. (2015). Mobile collaborative learning: The role of individual learning in groups through text and video content delivery in tablets. Computers in Human Behavior, 50(15), 520-534. doi: 10.1016/j.chb.2015.04.019
Sun, G., & Shen, J. (2014). Facilitating social collaboration in mobile cloud-based learning: A teamwork as a service (TaaS) approach. IEEE Transactions on Learning Technologies, 7(3), 207-220. doi: 10.1109/TLT.2014.2340402
Sun, Z., Lin, C-H., Wu, M., Zhou, J., & Luo, L. (2017). A tale of two communication tools: Discussion-forum and mobile instant-messaging apps in collaborative learning. British Journal of Educational Technology, 0(0), 1-14. doi: 10.1111/bjet.12571
Turkle, S. (2008). Always-on/always on you: the tethered self. In J. Katz (Ed.), Handbook of mobile communication studies (pp. 121–137). Cambridge, MA: MIT Press.
Virvou, M., & Alepis, E. (2005). Mobile educational features in authoring tools for personalised tutoring. Computers & Education, 44(1), 53-68. doi: 10.1016/j.compedu.2003.12.020
Wang, M., Shen, R., Novak, D., & Pan, X. (2009). The impact of mobile learning on students' learning behaviors and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4), 673-695. doi: 10.1111/j.1467-8535.2008.00846.x
Yin, C., Song, Y., Tabata, Y., Ogata, H., & Hwang, G.-J. (2013). Developing and implementing a framework of participatory simulation for mobile learning using scaffolding. Educational Technology & Society, 16(3), 137–150. Retrieved from http://www.ifets.info/past_issues.php
Yusri, I. K., & Goodwin, R. (2013). Mobile learning for ICT training: Enhancing ICT skill of teachers in Indonesia. International Journal of e-Education, e-Business, e-Management and e-Learning, 3(4), 293-296. doi: 10.7763/IJEEEE.2013.V3.243
Downloads
Published
2020-06-30
How to Cite
Nanda, D. W. (2020). THE IMPORTANCE OF MOBILE LEARNING (M-LEARNING) ACTIVITIES TO ENHANCE STUDENTS’ LEARNING ENGAGEMENT IN INDONESIAN SECONDARY SCHOOLS. Dharmas Education Journal (DE_Journal), 1(1), 24–31. https://doi.org/10.56667/dejournal.v1i1.40
Issue
Section
Articles
License
Copyright (c) 2020 DE_JOURNAL (Dharmas Education Journal)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Makalah yang disampaikan diasumsikan tidak mengandung bahan propietary yang tidak dilindungi oleh hak paten
