Critical issues of m-learning: design models, adoption processes, and future trends
Critical issues of m-learning: design models, adoption processes, and future trends
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DOI：
10.1080/10170669.2010.548856
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发表时间：
2011-01-01
影响因子：
4.5
通讯作者：
Lee, Doris
中科院分区：
文献类型：
--
作者：
Crescente, Mary Louise;Lee, Doris
电子学习可以广义地定义为通过电子通信（例如互联网、内联网、数字多功能光盘以及同步和异步模块）访问而设计的内容。移动学习通过将其内容调整到手持设备（例如 iPod（苹果公司的数字音频和存储设备）、个人数字助理和智能手机），进一步体现了电子学习的理念。移动学习的主要目标是为学习者提供随时随地吸收学习内容的能力。本文的目的是确定移动学习在企业和教育环境中的现状、适合移动学习的设备、与移动学习相关的优点和缺点以及移动学习未来可能的方向。具体来说，本文将使用综合文献综述协议来涵盖、讨论和解决移动学习的关键问题，包括定义、设计模型、注意事项、采用过程和未来趋势。
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.