Critical issues of m-learning: design models, adoption processes, and future trends

Abstract

E-learning can be broadly defined as content designed for access through electronic communication, such as the Internet, intranets, digital versatile discs, and synchronous and asynchronous modules. M-learning carries the idea of e-learning a step further by adapting its content to handheld devices such as iPods (a digital audio and storage device from Apple Corporation), personal digital assistants, and smartphones. The main objective of m-learning is to provide the learner the ability to assimilate learning anywhere and at any time. The purpose of this article is to establish the state of m-learning in the corporate and education environments, the devices appropriate to m-learning, the advantages and disadvantages associated with m-learning, and the possible future direction of m-learning. Specifically, using the integrative literature review protocol, this article will cover, discuss, and address critical issues of m-learning including definitions, design models, caveats, adoption processes, and future trends.

線上式學習可定義為籍由網際網路的互聯網、 內聯網、 數位通用磁片及同步和非同步等線上式的諸多學習平台與方式來傳送教學內容。 機動式或行動式學習由線上式學習推衍而來 ， 但是呢 ， 它加入了行動化的元素 ， 以使用既輕且薄、 攜帶方便的掌上型電腦或智慧型手機來播放學習課程與內容。 因之 ， 機動式學習最主要的目的乃在提供學習者一個不受時空、 地點或電腦機種等各式限制的學習情境或方式。 本文以文獻綜合 丶 分析及處理的硏究方法來探討機動式學習於工商教育各界的使用現況。 本文更申論機動式學習的定義、 優缺點、 設計模型、 設施要件 丶 採用流程、 及其可能發生的缺失。 最後本文以探討機動式學習的未來趨勢及相關研究議題為結語。

(*聯絡人: [email protected])

Keywords:

• m-learning
• mobile learning
• mobile
• technology

Keywords:

• 關鍵詞: 機動式或行動式學習 ， 線上式學習 ， 網際網路

Notes

(*聯絡人: [email protected])