Integrated Mobile Learning Education Supply Chain Management for Higher Learning Institution
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Abstract
The mobile devices are used to execute the teaching-learning-evaluation process in Mobile Learning (m-learning) methodology. M-learning is a trending field in educational organizations, companies, and for individual study. With the explosion of mobile device ownership among the users aged within 18–29 years who are also the attendees of the higher learning institution (HLI), gives us the opportunity to consider the use of m-learning methodology to be embedded in the HLI beside traditional methodologies. Exceptional circumstances such as the COVID-19 pandemic when traditional face-to-face methodology suddenly changed to online paradigm, is also forcing us to strongly consider the m-learning approach. However, HLI may not have a general policy to implement m-learning into the traditional learning environment. A proper educational outcome needs to be configured to implement a new process into the traditional process. Therefore, a model integrating the m-learning aspects and the education supply chain management factors obtained from this study may benefit the stakeholders of HLI, especially educators and students.
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[1]
M. Rahman, R. A. Rahman, and M. M. Habib, “Integrated Mobile Learning Education Supply Chain Management for Higher Learning Institution”, AJSE, vol. 20, no. 4, pp. 166 - 175, Dec. 2021.
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References
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[22] M. Rahman, R. A. Rahman, and M. Habib, “EMBEDDING M-LEARNING ENVIRONMENT INTO EDUCATION SUPPLY CHAIN MANAGEMENT MODEL FOR HLI,” 2019.
[23] F. Ferreira et al., “Protege: A Mobile Health Application for the Elder-caregiver Monitoring Paradigm,” Procedia Technol., vol. 9, pp. 1361–1371, 2013, doi: 10.1016/j.protcy.2013.12.153.
[24] F. Khaddage and J. H. Cosío, “Trends and Barriers on the Fusion of Mobile Apps in Higher Education Where to Next and How?,” in (SITE-2014) Society for Information Technology & Teacher Education International Conference, Mar. 2014, vol. 2014, no. 1, pp. 903–909, doi: 10.13140/RG.2.1.3867.8168.
[25] F. Khaddage, R. Christensen, W. Lai, G. Knezek, C. Norris, and E. Soloway, “A model driven framework to address challenges in a mobile learning environment,” Educ. Inf. Technol., vol. 20, no. 4, pp. 625–640, 2015, doi: 10.1007/s10639-015-9400-x.
[26] F. Ozdamli and N. Cavus, “Basic elements and characteristics of mobile learning,” Procedia-Social Behav. Sci., vol. 28, pp. 937–942, 2011, doi: 10.1016/j.sbspro.2011.11.173.
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[28] M. Kearney, S. Schuck, K. Burden, and P. Aubusson, “Viewing mobile learning from a pedagogical perspective,” Res. Learn. Technol., vol. 20, no. 1, pp. 1–17, 2012, doi: 10.3402/rlt.v20i0/14406.
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[32] A. Hayati, A. Jalilifar, and A. Mashhadi, “Using Short Message Service (SMS) to teach English idioms to EFL students,” Br. J. Educ. Technol., vol. 44, no. 1, pp. 66–81, 2013, doi: 10.1111/j.1467-8535.2011.01260.x.
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[34] Y. Liu, H. Li, and C. Carlsson, “Factors driving the adoption of m-learning: An empirical study,” Comput. Educ., vol. 55, no. 3, pp. 1211–1219, Nov. 2010, doi: 10.1016/j.compedu.2010.05.018.
[35] J. C. Sánchez-Prieto, S. Olmos-Migueláñez, and F. J. García-Peñalvo, “Informal tools in formal contexts: Development of a model to assess the acceptance of mobile technologies among teachers,” Comput. Human Behav., vol. 55, pp. 519–528, 2016, doi: 10.1016/j.chb.2015.07.002.
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