Smartphone and Apps in Learning Procedure †MyAssignmenthelp.com

Question: Discuss about the Smartphone and Apps in Learning Procedure. Answer: Introduction The tremendous development in the ICT or information and communication technology is helping to improve the way teaching and learning and carried out in different universities. This development makes significant impact on the learning process of the students as the use of the smartphones helps them to access the required information whenever or wherever they need it. ICTs encourages prompt access to data assets required for improved learning process. According to, Woodcock, Middleton and Nortcliffe, (2012), ICTs have abilities of enhancing the accessibility to the information; encouraging communications between instructors and the learners through the by means of electronic communication channels; improving synchronous learning and; enhancing collaboration and coordinated effort (Haler, Major Hennessy, 2016). In the learning process, ICTs are known to be more cost-effectiveness as they encourage among students and mentors or the instructors of their courses. Among the different tools that can be used for improving the learning process are the smart phones as these are the most common tools that are possessed and utilized among students participating in the higher studies. These devices can give reasonable learning stages as they have a considerable measures of digital applications that instructors and students may use in their scholarly activities. Learning through smart phones is often considered as m-learning or e-learning (Woodcock, Middleton Nortcliffe, 2012). The smart phones have the capability of enhancing the learning process/forms as these devices are cheaper when contrasted with different other ICT tools that can be utilized for learning process. The following research report contributes to the role of the smart phones in the higher studies, its impact or effectiveness on the learning process, Different types of learning activities that can be facilitated by the smart phones, the limiting factors that can have impacts on the effectiveness of the smart phones in the learning process. In addition to that the future scope of the use of the smart phones is also discussed in different sections of this report. Use of smart phones in higher studies The expanded pervasiveness of the smart phones has the extraordinary potential that may help in developing new applications for a course or learning process to be used in the instructional system. Several applications can be developed and distributed to enable the enrolled students to get to online course content, convey ideas with the peer students, communicate and collaborate with the instructors of a course(Woodcock, Middleton Nortcliffe, 2012). In the present scenario user interfaces are developed in such a manner that it can be to utilized by different smartphones to make the communication process simpler and to enhance the learning process. One off the common elements in the learning process in a traditional classroom is the open communications between instructor and students. For instance, the students shares opinions and comments on the course subject with instructors and other peer students (Al-Emran, Elsherif Shaalan, 2016). The instructors of the course questions and assesses the results of students which gives the instructors to determine about the level of understanding of the students about a certain topic taught in the course. According to different surveys, it is found that, 73% of undergraduates or college students own smartphones that they may use in accessing the course resources and for communication with the instructors (Haler, Major Hennessy, 2016). Use of the smart phone apps for the courses also make the tasks of the instructors or lecturers much easier. For instance, use of the smart phones can help in The main objectives of this research paper is discussed below, Objective 1: Assessment of the effect of the use of smart phones on the on the students academic learning process by assessing the experiences and opinions of the students. Objective 2: This research paper on the use of the smart phones in the higher studies of information technology will also help in determining the most preferred environment in which the undergraduates can use their devices that may support in their learning activities of their coursework. Thus helping in the exploration of the most preferred time or environment in which they can use their smart phones for learning. Objective 3: Determining the feature of the smart phones that the students consider as the most significant towards their learning process. Also to further determine whether students regard some features as more important than others for improving their learning experience. Impact of usage of smart phones in higher studies As described by Beckman, Bennett Lockyer, (2014) in their paper, smart phone learning applications can encourage students in not only easily access to the course contents easily but also in interacting with the other students cooperatively whenever they want and from any place. Subsequently, the advancement of e-learning process through the smart phones also helps in the learning procedure undergraduate students in higher studies. The smart phones enables the students in accessing the web based content, share it, work together with others and make media rich deliverable or assignments for the instructors. As per Al-Emran, Elsherif Shaalan (2016), most of the universities and colleges in Australia have influenced the utilization of smartphones to store to and recover data, for example, e-books, instructional materials learning practices of the students more effective compared to the traditional learning process. The students can utilize the browser applications to check for the instructor mails, read online course related materials, for example, e-books, and watch lectures of the instructors of the courses from anyplace and whenever they require (Woodcock, Middleton Nortcliffe, 2012). Smart phones having downloading options which can be utilized by the lecturers and the students to download different sorts of educational materials through their phones effortlessly. Instructors can download video through their smartphones and display them to understudies through a TV set accessible in the classrooms. The smart phones and the devices empower students and instructors to cooperate with each other anyplace, whenever (Beckman, Bennett Lockyer, 2014). The learners can approach any sort of data, and research papers anytime, likewise smart phones could turn into a diversion in any learning condition due their capacity to wind up noticeably an amusement unit and encourage informal communication by the students. For this research paper it is presumed that the contract or difference because of age and sex do not have that huge impact; most huge contrasts seem, by all accounts, to be because of the smart phones utilized or innovations accessible (Al-Emran, Elsherif Shaalan, 2016). For instance, the utilization or not of specific advancements like long range informal communication among the learners is high contrasted with downloading podcast or scanning for answers amid examinations. Use of the smartphone apps related to the project management The use of the smartphone apps related to the project management is also helpful for the students as it helps them to complete their learning process in a project based approach (Haler, Major Hennessy, 2016). The use of the project management applications likewise a compelling approach to incorporate ICT technology in the learning procedure which in turn helps in the in depth studies about the real world topics that helps them to get practical experience in which they have to work in their professional life (Woodcock, Middleton Nortcliffe, 2012). The use of project management related apps for the smartphones can be integrated with the interactive whiteboards of the course that may be used to manage different tasks in their course one by one. Embracing and using one of the project management related applications on their smartphones can modify the learning process in the classroom or institution (Beckman, Bennett Lockyer, 2014). This can also fortify the learning conditions, stimulating the educational programs with a certifiable significance and encouraging the students to investigate, explore, and comprehend their level of skills for the real world scenario. There are several smartphone applications that may be used by the learners or students. Such as Casual, Clarizen, WorkflowMax, Smart sheet etc. Some of this application are online tools that helps in rich data integration for the users (in this Scenario for the learners) (Al-Emran, Elsherif Shaalan, 2016). In addition to that, it also helps in task collaboration for the group of the learners who are working on an assignment together through an easy to use spreadsheet interface. Smart sheet application is helpful in file sharing, collaboration, issue management, and idea management between the members of a group. On the other hand the Clarizen is another helpful smartphone application that may be used by the learners to manage their course work and studies. This application offers project portfolio management, planning, resource management for the different assignments provided by the teacher/ instructors, task management, social collaboration and time management for the different activates or scheduling of the activities. In order to make the users aware of the different features it offers webinars, in-person training and live online, email support for any issues and collaboration through the Clarizen InterAct. The smart phones helps in making student focused learning conceivable outside the classroom by empowering them to adjust the method of exchange of information related to the course schedule material and access to the information relate to the respective courses. This helps in expanding their existing skills and knowledge so that they can meet their particular learning objectives through the course. The smart phones in this manner have significant impact on the learning experience of the learners as student plays more prominent role and carries the liability for the learning procedure as opposed to being inactively fed by the instructors to the undergraduates (Woodcock, Middleton Nortcliffe, 2012). In case of the traditional learning model of learning the main objective is exchanging information from instructor to the students. The use of the smart phones in the learning process enables students to interactively take part in in order to make the learning procedure a procedure of deve lopment of the learners skills and not only a instruction based process from the instructors of the course (Beckman, Bennett Lockyer, 2014). Utilization of the smart phones in this way speaks to discovering the learning procedure that does not provide knowledge only for the sake of education, yet rather speaks to discovering that learning procedure which is just in time and are helpful for the fulfilling the goals of individual student enrolled in a specific course. Smart phones can significantly contribute in the field of learning in a wide range of ways. To begin with, use of the smart phones in the learning process makes a difference students to enhance their proficiency and numeracy skills and to perceive their existing skills through the completion of the enrolled course. Second, it can be utilized to energize both collaborative and individual learning process in the courses. Likewise, it causes students to distinguish ranges where they require help and support either from the peer student or the instructors (Al-Emran, Elsherif Shaalan, 2016). Further, it is also helpful in combating resistance against the utilization of ICT (Information Communication technology) by the students and can help cross over any barrier between the desired level of efficiency and archived level of efficiency through the course. Besides, it also helps the instructors to engage the reluctant learners through the use of the smartphones. Additionally, the use of the smartphones encourages students to remain more engaged for longer periods compared to the traditional learning process. The developing interest of advanced cells and rapid portable perusing is prepared to change the essentials of higher instruction conveyance framework. As per Al-Emran, Elsherif Shaalan (2016), the 21st century understudies are definitely not restricted to the information of life, even in the classroom setting, where there are currently different structures or innovation. All exercises which can be performed on typical PCs such as sending and recuperation of course related messages from the other students or instructors through the messages, sharing of the available information, browsing books and shopping should be possible utilizing smart phones (Woodcock, Middleton Nortcliffe, 2012). The use of the smartphone is exceptionally convenient for learners: using the smartphone application helps in improving the accessibility to the resources at whatever point the learners needs to learn. Individual: The application on the smart phones can be customized to suit the individual student's requirements, learning and learning style, and is intended to help individual adapting as opposed to traditional learning procedure (Beckman, Bennett Lockyer, 2014). Unobtrusive: The student can catch circumstances and recover information without the innovation getting to be excessively perceptible or forcing on the circumstance. Availability: The student/learners can utilize the innovation anyplace, to empower correspondence with instructors and other peer students. Adaptable: The applications can be adjusted according to the context of the learning and the learners abilities and knowledge. Persistent: The student can utilize the innovation to oversee learning all through a lifetime, so that the student's close to home gathering of assets and learning will be instantly open notwithstanding changes in innovation. Useful: The innovation is suited to regular requirements for correspondence, reference, work and learning. Easy to use: The innovation is effortlessly understood and explored by individuals with no past experience utilizing it. Day by day increasingly students are utilizing the features of the smartphones in their learning process, as they utilize it in their day to day lives, they will turn to them as is normally done to improve their experience of learning (Beckman, Bennett Lockyer, 2014). The researches by different researchers has discovered that once learners start utilizing their smart phones in their learning process they realize the benefits and the further potential outcomes from the improved learning process. The students as of now apparent in the ways they try to deal with their lives as students utilizing applications to check Blackboard and timetables (Haler, Major Hennessy, 2016). Notwithstanding, it is not clear how smart phone taking in can change from the current academic paradigm to the following level of it. The instructors or the course guides utilize the smartphones applications for giving inherent and extraneous criticism and found that learners acknowledged input given along these lines (Al-Emran, Elsherif Shaalan, 2016). For the mentor, the network in her smartphone application was freeing on occasion of heavy work pressure with checking of the assignments; it can decrease their reliance on the traditional PCs for the same. The smartphones in this manner, offers a rich arrangement of versatile computing capacities with network; this blend liberates the users or learners from work area based ICT related with customary processing in training. Smartphones are ubiquitous devices that go with the learners, so enabling them to react to circumstances, thoughts and needs as they rise. The limit of a smart to access, control, deliver or offer content nearly when it is made, wherever it is made, gives the method of reasoning to why instruction needs to investigate the innovation (Woodcock, Middleton Nortcliffe, 2012). This flexibility guarantees to change the idea of educational content and correspondence and thusly the idea of learning itself. At the end of the analysis or the research about the role of smart phones in the, it can be stated that, Students gets distracted due to the use of the smart phones during their lectures (Haler, Major Hennessy, 2016). The students preferred to utilize their smartphones or devices for the learning purpose in other environments where they conceive these ICT tool useful for learning and not during their lectures. The smart phone devices are handheld devices (PDAs) that allows the students to access a wide collection of multimedia resources that are related to their course and tools to be used in their course of information technology (Al-Emran, Elsherif Shaalan, 2016). In addition to that, it also helps in getting notifications of administrative functions of the educational institutions such as scheduling of the classes, address book for the course, accessing electronic textbooks, online available information, memo, tracking of the assessments for their courses, etc. In addition to that, learning tools and activities as an example accessing online lecturers by the instructors, collecting and sharing opinions from the peer students etc. (Woodcock, Middleton Nortcliffe, 2012). With all this advantages of the use of the smart phones in higher studies of information technology there are some implications too that are explored by different researchers. On the contrary, the students who have smart phones at Campus are exceptionally occupied and mindful to message notices of either twitter, WhatsApp, Facebook, Instagram, and other notification making them vulnerable against efficient time management for their studies as they utilize more often than not visiting each other as opposed to talking about scholastic subjects. The above literature review section of this report proposes that the exponential development in the ownership of the smart phones by almost every student will prompt the augmentation of the learning conditions used in advanced education past the physical and on the web spaces that are as of now well-known (Haler, Major Hennessy, 2016). This augmentation won't just change the ways understudies take part regarding time, place, and pace, however change the idea of the customary instructing and learning connections. Since formal teaching method is characterized to some degree by its limitations (e.g. access to educators and associates, the requirement for co-area in time and place, and so forth), it is vital to consider advances that disturb these imperatives The students with social anxiety could utilize their smart phone to practice a class debate by using their device. Woodcock, Middleton and Nortcliffe (2012), investigation likewise found that application utilization could help move forward culmination of assignments. Encourage discoveries were identified with instant messages. The researchers found that messaging made a difference the members to finish homework, upgraded restorative union and enhanced self-adequacy. In outline, the key inconveniences to expanded smartphone utilization include: ruining classroom execution in light of the fact that understudies are reliably on their smart phones, and consistently expanding utilization (Al-Emran, Elsherif Shaalan, 2016). The expanded use could conceivably make understudies grow more issues along their instruction, accordingly bringing about expanding dropout rates. Another disservice to expanded smartphone utilize is the nervousness learners encounter due to their steady detraction by the different notifications rather than the educational one. At last, further inconveniences to a students utilizing the smart phone applications in class incorporate being both a diversion and an irritation to individual cohorts and teachers, in view of the absence of attention to the lectures. It is vital to bring new innovation into the classroom as, Devices utilized are more lightweight than books and PCs. Mobile learning can be utilized to broaden the sorts of learning exercises understudies share in (or a mixed learning approach). Learning through or using smart phones supports the learning procedure instead of being vital to it. Learning with the help of smart phones can be a helpful extra apparatus for understudies with extraordinary requirements. Be that as it may, for SMS and MMS this may be subject to the understudies' particular incapacities or troubles included. Mobile learning can be utilized as a tool to re-connect with distracted young students. Limitation of the research In light of the facts that are presented and exhibited here and the points of interest revealed regarding the utilization of smartphones in the classroom and taking in, the analyst advances a number of situations that may be worth of examination (Al-Emran, Elsherif Shaalan, 2016). Such situations would incorporate a greater number of respondents may give a clearer picture about the utilization of the applications as well as the smart devices. Exploring instructors supposition on the utilization of smart phones for learning and educating is excluded in the present scope of research. In any case, numerous resources would not feel capable with this sort of innovation and might think that it is problematic. Utilizing online networking as a showing device may likewise expect staff to have control over the webpage content in light of the risks related to the unseemly practices (Woodcock, Middleton Nortcliffe, 2012). Regardless of whether understudies will keep on using web-based social networking locales similarly, if these are directed or gone by their instructors, is a fascinating inquiry to be examined. The utilization of smart phones happening without showing staff mediation or direction means that the instructive capability of such gadgets. Smart phones for creative approaches to learn and instruct (Haler, Major Hennessy, 2016). It is empowering for educators scanning for new instructing strategies to see that learning content is available, and connection is conceivable through smart phones paying little mind to showing staff mediation. Future scope of research Obviously innovation is getting developed utilized at a quick pace. Understudies today are skilled at utilizing versatile touch screen advances, for example, iPads and PDAs, and online networking, for example, Twitter, Facebook, MySpace, and so forth. Teachers are hoping to fuse these innovations and online networking in the classroom to enhance understudy inspiration and learning (Al-Emran, Elsherif Shaalan, 2016). As a result of the quick development of innovation, ebb and flow inquire about is restricted and can end up noticeably obsolete in a couple of short years as the innovation changes. In different other studies it is found that the students uses their smart phones in order to make an appointment with their course lecturers as well as to take lecture notes from the classes respectively (Haler, Major Hennessy, 2016). The respondents of different surveys done by the researchers also got the lowest frequency of the users who use their smart phones in order to complete online assessment for their courses. This points to the fact that lecturers of the universities hesitates to perform the online assessment on the smartphone platform. Woodcock, Middleton and Nortcliffe (2012), observed in their research that once learners or students started using smartphones for their learning activities they realizes the wide range of benefits of it in their learning process and explores the possibilities that may help in improving their learning process as well as improve their existing knowledge within their current frame of reference for a specific course work (Al-Emran, Elsherif Shaalan, 2016). This is already evident in the increasing use of the smart phones by the learners to use their apps to check timetables and Blackboard notifications for their information technology courses. Conclusion In spite of its great potential in helping in the learning process, there are various difficulties which have the propensity to wreck the utilization of the smart phones in the learning process. The wide range of smart phone application and device among regarding accessible elements and restrictive stages and plans are not generally ideal for students attributable to restricted capacities for content section, little screen sizes, and constrained battery life. The smart phones are too little and illogical for entering a lot of message at one time as one may do rapidly utilizing a standard console. It can be inferred that when outlining instructive substance for learning purposes there is a need to consider that not all the students approach the most recent smart phones and not all of them could approach portable Internet whenever either because of cost or discontinuous network. 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