Araştırma Makalesi
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Öğretmen Eğitiminde Mobil Öğrenmenin Kullanımındaki Eğilimlerin Gözden Geçirilmesi

Yıl 2022, Cilt: 4 Sayı: 1, 1 - 25, 29.06.2022
https://doi.org/10.53694/bited.1076330

Öz

Bu çalışma, öğretmen eğitiminde mobil öğrenmenin kullanımındaki son eğilimleri ortaya çıkarmayı amaçlamıştır. Bu kapsamda 11 Kasım 2020 tarihine kadar yayınlanmış olan ve bu araştırmanın kriterlerini karşılayan makaleler incelenmiştir. Sonuç olarak, SSCI'de indekslenen 58 makale için sistematik inceleme ve bibliyometrik analiz yapılmıştır. Araştırma sonuçlarına göre; 2016 yılı en çok çalışmanın yayınlandığı yıl olmakla beraber, incelenen araştırmalarda en çok kullanılan anahtar kelimenin “mobil öğrenme” ve özet bölümlerinde en çok kullanılan kelimenin ise “öğretmen” olduğu görülmüştür. Sonuçlar ayrıca en çok çalışmanın yapıldığı kıtanın Asya kıtası olduğunu ve ABD'nin en fazla çalışmanın yapıldığı ülke olduğunu göstermiştir. Ayrıca en çok kullanılan araştırma yöntemleri nicel araştırmalar iken, anket en çok tercih edilen veri toplama aracı olmuştur. En sık kullanılan örnekleme yöntemi, örneklem grubu ve örneklem büyüklüğü sırasıyla amaçlı örnekleme, öğretmenler ve 1-50 arasında katılımcıya sahip araştırmalardır. Ayrıca, araştırmanın diğer bulguları sunulmuş, tartışılmış ve önerilerde bulunulmuştur. Çalışma sonuçları; araştırmacılar, öğretmenler ve politika yapıcılar için öğretmen eğitiminde mobil öğrenmenin kullanımıyla ilgili araştırma eğilimleri hakkında farklı bir bakış açısı sunmaktadır.

Kaynakça

  • Alhajri, R., & AL-Hunaiyyan, A. (2016). Integrating learning style in the design of educational interfaces. Advances in Computer Science: An International Journal, 5(1), 124–131.
  • Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2020). Towards a conceptual model for examining the impact of knowledge management factors on mobile learning acceptance. Technology in Society, 61. https://doi.org/10.1016/j.techsoc.2020.101247
  • Al-Hunaiyyan, A., Alhajri, R. A., & Al-Sharhan, S. (2018). Perceptions and challenges of mobile learning in Kuwait. Journal of King Saud University – Computer and Information Sciences, 30, 279-289. https://doi.org/10.1016/j.jksuci.2016.12.001
  • Al-Sharhan, S. (2016). Smart classrooms in the context of technology-enhanced learning (TEL) environments: A holistic approach. In Transforming Education in the Gulf Region: Emerging Learning Technologies and Innovative Pedagogy for the 21st Century (pp. 216-242). Routledge.
  • Antman, E. M., Lau, J., Kupelnick, B., Mosteller, F., & Chalmers, T. C. (1992). A comparison of results of meta-analyses of randomized control trials and recommendations of clinical experts: Treatments for myocardial infarction. Jama, 268(2), 240-248.
  • Ateş, H., & Garzón, J. (2022). Drivers of teachers’ intentions to use mobile applications to teach science. Education and Information Technologies, 27(2), 2521-2542. https://doi.org/10.1007/s10639-021-10671-4
  • Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: Benefits, obstacles and issues. ALT-J, 17(3), 233-247. https://doi.org/10.1080/09687760903247641
  • Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education, 121, 30-58. https://doi.org/10.1016/j.compedu.2018.02.006
  • Baran, E. (2014). A review of research on mobile learning in teacher education. Educational Technology & Society, 17(4), 17-32.
  • Baydas, O., & Yilmaz, R. M. (2018). Pre‐service teachers’ intention to adopt mobile learning: A motivational model. British Journal of Educational Technology, 49(1), 137-152. https://doi.org/10.1111/bjet.12521
  • Burden, K., Kearney, M., Schuck, S., & Hall, T. (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, 138, 83-100. https://doi.org/10.1016/j.compedu.2019.04.008
  • Chee, K. N., Yahaya, N., Ibrahim, N. H., & Hasan, M. N. (2017). Review of mobile learning trends 2010-2015: A meta-analysis. Journal of Educational Technology & Society, 20(2), 113-126.
  • Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064. https://doi.org/10.1016/j.compedu.2012.04.015
  • Chiang, F. K., Zhu, G., Wang, Q., Cui, Z., Cai, S., & Yu, S. (2016). Research and trends in mobile learning from 1976 to 2013: A content analysis of patents in selected databases. British Journal of Educational Technology, 47(6), 1006-1019. https://doi.org/10.1111/bjet.12311
  • Chiu, T. K. F., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327. https://doi.org/10.1080/10494820.2015.1113709
  • Cook, D. J., Sackett, D. L., & Spitzer, W. O. (1995). Methodologic guidelines for systematic reviews of randomized control trials in health care from the Potsdam Consultation on Meta-Analysis. Journal of Clinical Epidemiology, 48(1), 167-171.
  • Criollo-C, S., Luján-Mora, S., & Jaramillo-Alcázar, A. (2018, March). Advantages and disadvantages of M-learning in current education. In 2018 IEEE World Engineering Education Conference (EDUNINE) (pp. 1-6). IEEE.
  • Crompton, H. (2017). Moving toward a mobile learning landscape: Presenting a mlearning integration framework. Interactive Technology and Smart Education, 14(2), 97-109. https://doi.org/10.1108/ITSE-02-2017-0018
  • Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53-64. https://doi.org/10.1016/j.compedu.2018.04.007
  • Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63. https://doi.org/10.1016/j.compedu.2017.03.013
  • Crompton, H., Burke, D., Gregory, K. H., & Gräbe, C. (2016). The use of mobile learning in science: A systematic review. Journal of Science Education and Technology, 25(2), 149-160. https://doi.org/10.1007/s10956-015-9597-x
  • Derounian, J. G. (2020). Mobiles in class? Active Learning in Higher Education, 21(2), 142-153. https://doi.org/10.1177/1469787417745214
  • Diodato, V. (2013). Dictionary of bibliometrics. Binghamton, NY: Routledge. EducationData.org (2020). Online Education Statistics. Retrieved from https://educationdata.org/online-education-statistics (Access Date: 11 October 2020).
  • Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105, 1809-1831. https://doi.org/10.1007/s11192-015-1645-z
  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498. https://doi.org/10.1016/j.compedu.2007.09.016
  • Garcia-Cabot, A., De-Marcos, L., & Garcia-Lopez, E. (2015). An empirical study on m-learning adaptation: Learning performance and learning contexts. Computers & Education, 82, 450-459. https://doi.org/10.1016/j.compedu.2014.12.007
  • Goksu, I. (2021). Bibliometric mapping of mobile learning. Telematics and Informatics, 56. https://doi.org/10.1016/j.tele.2020.101491
  • Goff, E. E., Mulvey, K. L., Irvin, M. J., & Hartstone-Rose, A. (2018). Applications of augmented reality in informal science learning sites: A review. Journal of Science Education and Technology, 27, 433-447. https://doi.org/10.1007/s10956-018-9734-4
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Educational technology research trends in Turkey: A content analysis of the 2000-2009 decade. Educational Sciences: Theory and Practice, 12(1), 191-199.
  • Hartnett, M. (2016). The importance of motivation in online learning. In Motivation in online education (pp. 5-32). Springer, Singapore.
  • Hung, J. L., & Zhang, K. (2012). Examining mobile learning trends 2003–2008: A categorical meta-trend analysis using text mining techniques. Journal of Computing in Higher Education, 24, 1-17. https://doi.org/10.1007/s12528-011-9044-9
  • Hwang, G.-J., & Tsai, C.-C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65–E70. https://doi.org/10.1111/j.1467-8535.2011.01183.x
  • ITU (2016). ICT facts and figures 2016. Geneva, Switzerland: International Telecommunications Union. Retrieved from https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2016.pdf (Access Date: 11 October 2020).
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. https://doi.org/10.3102/0013189X033007014
  • Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers’ adoption of signature mobile pedagogies. Computers & Education, 80, 48-57. https://doi.org/10.1016/j.compedu.2014.08.009
  • Kearney, M., & Maher, D. (2019). Mobile learning in pre-service teacher education: Examining the use of professional learning networks. Australasian Journal of Educational Technology, 35(1), 135-148. https://doi.org/10.14742/ajet.4073
  • Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1). https://doi.org/10.3402/rlt.v20i0/14406
  • Kim, H. J., & Kim, H. (2017). Investigating teachers’ pedagogical experiences with tablet integration in Korean rural schools. Asia-Pacific Education Researcher, 26(1–2), 107-116. https://doi.org/10.1007/s40299-017-0331-8
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Review of Trends in the Use of Mobile Learning in Teacher Education

Yıl 2022, Cilt: 4 Sayı: 1, 1 - 25, 29.06.2022
https://doi.org/10.53694/bited.1076330

Öz

The present study purposed to examine recent trends in mobile learning in teacher education. In this context, articles were reviewed until November 11, 2020 that met the research criteria. As a result, systematic review and bibliometric analysis were conducted for 58 articles indexed in SSCI. According to the results of the study, 2016 was the year in which the most studies were published. The results also showed that the continent with the most studies were Asia and the USA was the country where the most studies were carried out. In addition, quantitative articles were the most used research methods and questionnaire was the most preferred data collection tool. The most commonly used sampling method, sampling group, and sampling size are purposive sampling, teachers, and 1-50, respectively. Other results of the study were presented and discussed and some suggestions were provided. The study results can gain insights for teachers, scholars, and policymakers into tendencies in the use of mobile learning in teacher education.

Kaynakça

  • Alhajri, R., & AL-Hunaiyyan, A. (2016). Integrating learning style in the design of educational interfaces. Advances in Computer Science: An International Journal, 5(1), 124–131.
  • Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2020). Towards a conceptual model for examining the impact of knowledge management factors on mobile learning acceptance. Technology in Society, 61. https://doi.org/10.1016/j.techsoc.2020.101247
  • Al-Hunaiyyan, A., Alhajri, R. A., & Al-Sharhan, S. (2018). Perceptions and challenges of mobile learning in Kuwait. Journal of King Saud University – Computer and Information Sciences, 30, 279-289. https://doi.org/10.1016/j.jksuci.2016.12.001
  • Al-Sharhan, S. (2016). Smart classrooms in the context of technology-enhanced learning (TEL) environments: A holistic approach. In Transforming Education in the Gulf Region: Emerging Learning Technologies and Innovative Pedagogy for the 21st Century (pp. 216-242). Routledge.
  • Antman, E. M., Lau, J., Kupelnick, B., Mosteller, F., & Chalmers, T. C. (1992). A comparison of results of meta-analyses of randomized control trials and recommendations of clinical experts: Treatments for myocardial infarction. Jama, 268(2), 240-248.
  • Ateş, H., & Garzón, J. (2022). Drivers of teachers’ intentions to use mobile applications to teach science. Education and Information Technologies, 27(2), 2521-2542. https://doi.org/10.1007/s10639-021-10671-4
  • Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for teacher professional learning: Benefits, obstacles and issues. ALT-J, 17(3), 233-247. https://doi.org/10.1080/09687760903247641
  • Bano, M., Zowghi, D., Kearney, M., Schuck, S., & Aubusson, P. (2018). Mobile learning for science and mathematics school education: A systematic review of empirical evidence. Computers & Education, 121, 30-58. https://doi.org/10.1016/j.compedu.2018.02.006
  • Baran, E. (2014). A review of research on mobile learning in teacher education. Educational Technology & Society, 17(4), 17-32.
  • Baydas, O., & Yilmaz, R. M. (2018). Pre‐service teachers’ intention to adopt mobile learning: A motivational model. British Journal of Educational Technology, 49(1), 137-152. https://doi.org/10.1111/bjet.12521
  • Burden, K., Kearney, M., Schuck, S., & Hall, T. (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, 138, 83-100. https://doi.org/10.1016/j.compedu.2019.04.008
  • Chee, K. N., Yahaya, N., Ibrahim, N. H., & Hasan, M. N. (2017). Review of mobile learning trends 2010-2015: A meta-analysis. Journal of Educational Technology & Society, 20(2), 113-126.
  • Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054-1064. https://doi.org/10.1016/j.compedu.2012.04.015
  • Chiang, F. K., Zhu, G., Wang, Q., Cui, Z., Cai, S., & Yu, S. (2016). Research and trends in mobile learning from 1976 to 2013: A content analysis of patents in selected databases. British Journal of Educational Technology, 47(6), 1006-1019. https://doi.org/10.1111/bjet.12311
  • Chiu, T. K. F., & Churchill, D. (2016). Adoption of mobile devices in teaching: Changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327. https://doi.org/10.1080/10494820.2015.1113709
  • Cook, D. J., Sackett, D. L., & Spitzer, W. O. (1995). Methodologic guidelines for systematic reviews of randomized control trials in health care from the Potsdam Consultation on Meta-Analysis. Journal of Clinical Epidemiology, 48(1), 167-171.
  • Criollo-C, S., Luján-Mora, S., & Jaramillo-Alcázar, A. (2018, March). Advantages and disadvantages of M-learning in current education. In 2018 IEEE World Engineering Education Conference (EDUNINE) (pp. 1-6). IEEE.
  • Crompton, H. (2017). Moving toward a mobile learning landscape: Presenting a mlearning integration framework. Interactive Technology and Smart Education, 14(2), 97-109. https://doi.org/10.1108/ITSE-02-2017-0018
  • Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53-64. https://doi.org/10.1016/j.compedu.2018.04.007
  • Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63. https://doi.org/10.1016/j.compedu.2017.03.013
  • Crompton, H., Burke, D., Gregory, K. H., & Gräbe, C. (2016). The use of mobile learning in science: A systematic review. Journal of Science Education and Technology, 25(2), 149-160. https://doi.org/10.1007/s10956-015-9597-x
  • Derounian, J. G. (2020). Mobiles in class? Active Learning in Higher Education, 21(2), 142-153. https://doi.org/10.1177/1469787417745214
  • Diodato, V. (2013). Dictionary of bibliometrics. Binghamton, NY: Routledge. EducationData.org (2020). Online Education Statistics. Retrieved from https://educationdata.org/online-education-statistics (Access Date: 11 October 2020).
  • Ellegaard, O., & Wallin, J. A. (2015). The bibliometric analysis of scholarly production: How great is the impact? Scientometrics, 105, 1809-1831. https://doi.org/10.1007/s11192-015-1645-z
  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50(2), 491-498. https://doi.org/10.1016/j.compedu.2007.09.016
  • Garcia-Cabot, A., De-Marcos, L., & Garcia-Lopez, E. (2015). An empirical study on m-learning adaptation: Learning performance and learning contexts. Computers & Education, 82, 450-459. https://doi.org/10.1016/j.compedu.2014.12.007
  • Goksu, I. (2021). Bibliometric mapping of mobile learning. Telematics and Informatics, 56. https://doi.org/10.1016/j.tele.2020.101491
  • Goff, E. E., Mulvey, K. L., Irvin, M. J., & Hartstone-Rose, A. (2018). Applications of augmented reality in informal science learning sites: A review. Journal of Science Education and Technology, 27, 433-447. https://doi.org/10.1007/s10956-018-9734-4
  • Göktaş, Y., Küçük, S., Aydemir, M., Telli, E., Arpacık, Ö., Yıldırım, G., & Reisoğlu, İ. (2012). Educational technology research trends in Turkey: A content analysis of the 2000-2009 decade. Educational Sciences: Theory and Practice, 12(1), 191-199.
  • Hartnett, M. (2016). The importance of motivation in online learning. In Motivation in online education (pp. 5-32). Springer, Singapore.
  • Hung, J. L., & Zhang, K. (2012). Examining mobile learning trends 2003–2008: A categorical meta-trend analysis using text mining techniques. Journal of Computing in Higher Education, 24, 1-17. https://doi.org/10.1007/s12528-011-9044-9
  • Hwang, G.-J., & Tsai, C.-C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65–E70. https://doi.org/10.1111/j.1467-8535.2011.01183.x
  • ITU (2016). ICT facts and figures 2016. Geneva, Switzerland: International Telecommunications Union. Retrieved from https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2016.pdf (Access Date: 11 October 2020).
  • Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. https://doi.org/10.3102/0013189X033007014
  • Kearney, M., Burden, K., & Rai, T. (2015). Investigating teachers’ adoption of signature mobile pedagogies. Computers & Education, 80, 48-57. https://doi.org/10.1016/j.compedu.2014.08.009
  • Kearney, M., & Maher, D. (2019). Mobile learning in pre-service teacher education: Examining the use of professional learning networks. Australasian Journal of Educational Technology, 35(1), 135-148. https://doi.org/10.14742/ajet.4073
  • Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1). https://doi.org/10.3402/rlt.v20i0/14406
  • Kim, H. J., & Kim, H. (2017). Investigating teachers’ pedagogical experiences with tablet integration in Korean rural schools. Asia-Pacific Education Researcher, 26(1–2), 107-116. https://doi.org/10.1007/s40299-017-0331-8
  • Krull, G., & Duart, J. M. (2017). Research trends in mobile learning in higher education: A systematic review of articles (2011–2015). International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.2893
  • Kynäslahti, H. (2003). In search of elements of mobility in the context of education. In H. Kynäslahti & P. Seppälä (Eds.), Mobile learning (pp. 41–48). Helsinki, Finland: IT Press
  • Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., Clarke, M., Devereaux, P. J., Kleijnen, J., & Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: Explanation and elaboration. Journal of Clinical Epidemiology, 62(10), e1-e34. https://doi.org/10.1016/j.jclinepi.2009.06.006
  • Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76–85. https://doi.org/10.1016/j.compedu.2013.04.021
  • Masters, K., & Al-Rawahi, Z. (2012). The use of mobile learning by 6th-year medical students in a minimally-supported environment. International Journal of Medical Education, 3, 92-97. https://doi.org/10.5116/ijme.4fa6.f8e8
  • Messinger, J. (2011). M-learning: An exploration of the attitudes and perceptions of high school students versus teachers regarding the current and future use of mobile devices for learning. Unpublished PhD thesis, Pepperdine University, United States of America.
  • Nikolopoulou, K., Gialamas, V., Lavidas, K., & Komis, V. (2020). Teachers’ readiness to adopt mobile learning in classrooms: A study in Greece. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-020-09453-7
  • Olpak, Y. Z., & Ateş, H. (2018). Pre-service science teachers’ perceptions toward additional instructional strategies in biology laboratory applications: Blended learning. Science Education International, 29(2), 88-95.
  • Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia-Social and Behavioral Sciences, 28, 937–942. https://doi.org/10.1016/j.sbspro.2011.11.173
  • Pedro, L. F. M. G., Barbosa, C. M. M. d., & Santos, C. M. d. (2018). A critical review of mobile learning integration in formal educational contexts. International Journal of Educational Technology in Higher Education, 15. https://doi.org/10.1186/s41239-018-0091-4
  • Quinn, C. (2000). mLearning: Mobile, wireless, in-your-pocket learning. LineZine: Learning in the New Economy e-magazine.
  • Sánchez-Prieto, J. C., Hernández-García, Á., García-Peñalvo, F. J., Chaparro-Peláez, J., & Olmos-Migueláñez, S. (2019). Break the walls! Second-Order barriers and the acceptance of mLearning by first-year pre-service teachers. Computers in Human Behavior, 95, 158-167. https://doi.org/10.1016/j.chb.2019.01.019
  • Sánchez-Prieto, J. C., Olmos-Migueláñez, S., & García-Peñalvo, F. J. (2017). MLearning and pre-service teachers: An assessment of the behavioral intention using an expanded TAM model. Computers in Human Behavior, 72, 644-654. https://doi.org/10.1016/j.chb.2016.09.061
  • Schuck, S., Aubusson, P., Kearney, M., & Burden, K. (2013). Mobilising teacher education: A study of a professional learning community. Teacher Development, 17(1), 1-18. https://doi.org/10.1080/13664530.2012.752671
  • Sullivan, T., Slater, B., Phan, B. H. J., Tan, R. J. A., & Davis, J. P. (2019). M-learning: Exploring mobile technologies for secondary and primary school science inquiry. Teaching Science, 65(1), 13-16.
  • Sundgren, M. (2017). Blurring time and place in higher education with bring your own device applications: a literature review. Education and Information Technologies, 22, 3081–3119. https://doi.org/10.1007/s10639-017-9576-3
  • Sungur-Gül, K. & Ateş, H. (2021). Understanding pre-service teachers’ mobile learning readiness using theory of planned behavior, Educational Technology & Society, 24(2), 44-57.
  • Thelwall, M. (2008). Bibliometrics to webometrics. Journal of Information Science, 34(4), 605-621. https://doi.org/10.1177/0165551507087238
  • Tondeur, J., van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65, 555-575. https://doi.org/10.1007/s11423-016-9481-2
  • Tsinakos, A. (2013). State of mobile learning around the world. In A. Tsinakos, & M. Ally (Eds.), Global mobile learning implementations and trends (pp. 4e44). Beijing, China: China Central Radio and University Press.
  • Wallin, J. A. (2005). Bibliometric methods: Pitfalls and possibilities. Basic & Clinical Pharmacology & Toxicology, 97(5), 261-275. https://doi.org/10.1111/j.1742-7843.2005.pto_139.x
  • Wang, Z., Hwang, G.-J., Yin, Z., & Ma, Y. (2020). A contribution-oriented self-directed mobile learning ecology approach to improving EFL students’ vocabulary retention and second language motivation. Educational Technology & Society, 23(1), 16-29.
  • Wong, L. H. (2012). A learner‐centric view of mobile seamless learning. British Journal of Educational Technology, 43(1), E19–E23. https://doi.org/10.1111/j.1467-8535.2011.01245.x
  • Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827. https://doi.org/10.1016/j.compedu.2012.03.016
  • Yıldız, G., Yıldırım, A., Akça, B. A., Kök, A., Özer, A., & Karataş, S. (2020). Research Trends in Mobile Learning. International Review of Research in Open and Distributed Learning, 21(3), 175-196. https://doi.org/10.19173/irrodl.v21i3.4804
  • Yousafzai, A., Chang, V., Gani, A., & Noor, R. M. (2016). Multimedia augmented m-learning: Issues, trends and open challenges. International Journal of Information Management, 36(5), 784-792. https://doi.org/10.1016/j.ijinfomgt.2016.05.010
Toplam 64 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makaleleri
Yazarlar

Yusuf Ziya Olpak 0000-0001-5092-252X

Huseyin Ates 0000-0003-0031-8994

Yayımlanma Tarihi 29 Haziran 2022
Gönderilme Tarihi 20 Şubat 2022
Kabul Tarihi 4 Nisan 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 4 Sayı: 1

Kaynak Göster

APA Olpak, Y. Z., & Ates, H. (2022). Review of Trends in the Use of Mobile Learning in Teacher Education. Bilgi Ve İletişim Teknolojileri Dergisi, 4(1), 1-25. https://doi.org/10.53694/bited.1076330


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Bilgi ve İletişim Teknolojileri Dergisi (BİTED)

Journal of Information and Communication Technologies