This research is the result of a multi-year research since 2013–2015, which aims to determine the shifting of learning environment associated with the development of mobile technology. The rapid changing on information technology has affected the current learning strategy. The analysis of this study is a qualitative descriptive approach. The result indicates that mobile technology shifted the tendency of students to learn in a more personalised way. This situation encourages teachers to be able to choose and use technology for students learning success. The implication of this research is that the teachers, students and schools will need to have a different role than before to adapt the changing in today’s learning environment. More focus again, learning design needs to enable cooperative learning in a mobile for the convenience of studying individually. In the implication of this research, there is a shifting of learning environment due to mobile technology.
collaborative, cooperative learning, education technology, learning management system, mobile learning, physics education
Mobile technology development and its business become move rapidly in recent years. Its cost is cheaper and cheaper than before with increasing capacity and capability. As found from some previous studies, digital mobile technology has given new possibility and opportunity for the new learning perspective, including the relation between teacher, students, and the learning material. Considering the technology development and the research result on motivation, appreciation to the learning interest, and the usage of learning media, learning is more fruitful. Learning becomes more variative approaches. The problems in some countries, including Indonesia, are the teacher’s literacy on information technology and learning strategies. It affects the ineffective learning environment using information technology (Mohammad et al., 2015; Pullen et al., 2015).
Mobile learning is a consequence of the increasing information and communication technology development. This will also affect the shift of learning environment. The new pedagogical models are needed to guide the development of learning systems (Aresta et al., 2015; Bhardwaj and Jain, 2015; Grimus and Ebner, 2015). Information technology and mobile communication is essential to enable the formation of a new social structure in learning (Zagami, 2015; Brown and Mbati, 2015). By using this new model, it can be developed a variety of mobile learning strategies and approaches that can drive the success of learning (Anders, 2015; Jansen et al., 2015; Furió et al., 2015). Some research reports showed the success of mobile technology implementation on learning in many countries, such as Malaysia (Gan and Balakrishnan, 2016), Taiwan (Chen, 2015), Saudi (Alfarani, 2015), Oman (Sarrab et al., 2015), Ghana (Grimus and Ebner, 2015), and Europe (Jansen et al., 2015).
In looking at the shift in this new learning environment, there are some aspects which are variables in learning to be considered, i.e. a learning strategy, motivation, interest in learning, information technology literacy, gender, economic background, and learning outcomes. The aim of this study is to figure out how these variables interact associated with the development of information technology. The end result is an overview of the shifting of learning environment that should be anticipated in order to obtain an optimum learning environment for student growth.
During three years research in different districts, there are many opportunities of the mobile learning implementation. The high number of mobile technology penetration in Indonesia should be used to support education quality improvement. Students in all districts have had a good information technology literacy; therefore, this literacy did not affect the students’ learning performance. The economic background and gender did not affect the student’s learning performance either. As shown in this research, cooperative mobile learning strategy affected the improvement of the students’ learning performance and achievement. Moreover, the students’ learning motivation was the most important for the learning success. It could be used to predict whether students would successful or not in their learning. The criteria of learning success will be shifted due to the rapid increase in information technology. Changes in learning environments and interactive learning applications in m-learning components will affect the strategies and approaches to students’ learning in order to facilitate student’s success. These implications should be considered by the school management as decision-making. The learning in future will tend to be activities that are more personal or personal learning networks that allow interregional become premises of various skill levels.
The Kavian Scientific Research Association (KSRA) is a non-profit research organization to provide research / educational services in December 2013. The members of the community had formed a virtual group on the Viber social network. The core of the Kavian Scientific Association was formed with these members as founders. These individuals, led by Professor Siavosh Kaviani, decided to launch a scientific / research association with an emphasis on education.
KSRA research association, as a non-profit research firm, is committed to providing research services in the field of knowledge. The main beneficiaries of this association are public or private knowledge-based companies, students, researchers, researchers, professors, universities, and industrial and semi-industrial centers around the world.
Our main services Based on Education for all Spectrum people in the world. We want to make an integration between researches and educations. We believe education is the main right of Human beings. So our services should be concentrated on inclusive education.
The KSRA team partners with local under-served communities around the world to improve the access to and quality of knowledge based on education, amplify and augment learning programs where they exist, and create new opportunities for e-learning where traditional education systems are lacking or non-existent.
FULL Paper PDF file:The role of mobile learning on the learning environment shifting at high school in Indonesia
The role of mobile learning on the learning environment shifting at high school in Indonesia
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Professor Siavosh Kaviani was born in 1961 in Tehran. He had a professorship. He holds a Ph.D. in Software Engineering from the QL University of Software Development Methodology and an honorary Ph.D. from the University of Chelsea.