Eğitimde Mobil Öğrenme Üzerine Araştırma Eğilimleri

Year 2018, Volume: 7 Issue: 1, 18 - 35, 01.03.2018

Mahmut Zengin Erhan Şengel Mehmet Ali Özdemir

Abstract

Bu
çalışmanın amacı ülkemizde eğitimde mobil öğrenme eğilimlerini ortaya
koymaktır. Mobil öğrenme, m-öğrenme, mobil learning ve m-learning anahtar
kelimeleri kullanılarak 2007 ve 2017 yılları arasında ülkemizde yapılmış 76
çalışma(tez, makale ve konferanslar) incelenmiştir. Çalışma kapsamında elde
edilen veriler doküman incelemesi esaslarına göre değerlendirilmiştir. Çalışma
kapsamında; yapılan araştırmaların türlerinin dağılımı, yazar dağılımı,
araştırma yöntem dağılımı, örneklem büyüklükleri ve örneklem tercih seviyeleri,
yoğunlaşılan öğrenme alanları, kullanılan veri toplama araçları, kullanılan
istatistik yöntemleri, bağımlı ve bağımsız değişkenler, öğrenmede kullanılan
mobil teknolojiler ve mobil öğrenme ile gerçekleşen dersler hakkında betimsel
analizler yapılmıştır. Mobil öğrenme üzerine en çok çalışma %18,4 ile 2015
yılında yapılmıştır. Araştırmaların türü 
%43,4 ile en fazla makale olmuştur. Son 10 yılda mobil öğrenme alanı
üzerine yapılan çalışmalardan %21,1’i uygulama ve geliştirmeye yönelik çalışmaların
olduğu görülmüştür. Araştırmaların %52,6’sı 1yazarlı çalışmalardan
oluşmaktadır. Örneklem büyüklüğü %18,4 ile 0-30 kişi arasında ve %39,5 ile
lisans düzeyinde olmuştur. Öğrenme alanı %65,8 ile mobil öğrenme üzerine
olmuştur. Araştırmalarda verilerin toplanması için en fazla anketin
kullanıldığı tespit edilmiştir. Öğrenci görüşleri, akademik başarı, motivasyon,
kalıcılık ve tutum en fazla tercih edilen bağımlı değişkenler olmuştur.
Çalışmaların  %30,3’de mobil teknoloji
olarak akıllı telefon kullanılmıştır. Çalışmaların %15,8’inde yabancı dil
öğretimi üzerine durulmuştur. 

Keywords

mobil öğrenme, m-öğrenme, mobile learning

Research Trends in Mobile Learning in Education

Abstract

The rapid development in technology has led to an increase in new mobile
devices and technologies. The services provided in the electronic environment
are no longer available in mobile environments. Mobile device use and wireless
internet usage are increasing day by day. In this period, called as mobile age,
mobile technology affected almost all fields and also affected the education
field. This has made mobile learning a new model for today. Especially
nowadays, internet and mobile applications are becoming more and more common,
and it is important to work on the adaptation of technological developments and
mobile learning.

In this study, it is aimed to examine the studies on mobile learning in
education in our country and to reveal the tendency in the studies. Thus, it is
expected that this study will contribute to the researcher who will study
mobile learning in our country. In this study, which is expected to guide the
researchers working on the field of mobile learning in their own researches, we
have systematically investigated all the studies that can be reached from the
studies on this subject in our country. The sub-objectives of the survey are to
seek answers to the following questions within the scope of the studies
examined.

1)      How is the distribution of
types of publications according to the years of work and in total?

2)      How is the distribution of
research methods?

3)      How is the number of
authors in the research according to years and in total?

4)      How is the sample size
distribution based on the research types and the total?

5)      What is the preferred
sample level according to the type of research and in total?

6)      What are the areas of
learning that are concentrated according to the types of research and in total?

7)      Which data collection tool
(s) are the most used?

8)      What are the most commonly
used dependent variables?

9)      Which statistical method
(s) is the most used?

10)   Which mobile learning
technologies are used the most?

11)   What lessons do mobile
learning studies have been made on?

Descriptive analysis has been carried out to determine the trends of the
researches on the mobile learning field. In the qualitative research model,
principles of document analysis were applied in the process of obtaining and
interpreting the data. A search was made from Google scholar and all databases
that the Uludağ University Library have a membership and from the Higher Education
Council (YÖK) thesis center, by using the mobile learning, m-learning, mobile
learning and m-learning keywords, and studies puplished between 2007 and 2017.

It was benefited from the studies in the field to create the themes and
codes appropriate for the scope of the research. The data and findings were
obtained from the investigations investigated within the scope of the study.
The studies examined within the scope of the study were shared among the
researchers and analyzed according to the principles of document analysis
(analysis). The data obtained by a researcher was shared with the other
researchers, the data were verified, the data were verified and a 93.9%
compliance rate was obtained.

In this study; “

1)      Most studies on mobile
learning (18.4%) were conducted in 2015. Surveys were conducted mostly in the
type of article (43.4%). In addition, studies in the area of mobile learning in
doctoral theses have been scarce.

2)      In the last 10 years, it
has been seen that the studies on the mobile learning field are about 21,1% of
the studies for application and development. Researchers have found that the
mixed (qualitative quantitative) method is the most preferred method.

3)      It was determined that
52.6% of the researches had 1 author study. 1 author studies were conducted in
2008 at most.

4)      Among the studies on mobile
learning in education, the most preferred sample is between 0-30 people with
18.4% preference. It is also seen that there are non-sampling studies and the
proportion of these studies (22.4%) is not very low.

5)      When we look at the sample
levels of the researches, 39.5% of the samples were preferred at the license
level.

6)      It is seen that 65.8% of
mobile learning is the most concentrated learning area, and secondly it is the
study of language education.

7)      Survey was preferred with a
maximum rate of 18.4% for data collection in the research.

8)      As a dependent variable,
students 'views / student-teacher views / student-academicians' opinions were
preferred by 19.7%. Mobile learning(46.1%) was found to be in the most commonly
used independent variable.

9)      The most qualitative data
analysis methods were used in the study with 32,9%.

10)   Mobile learning is the most
preferred smartphone with 30.3%. It is also seen that there are a lot of studies
in which mobile learning technologies are not used.

11)   Surveys were conducted on
learning foreign languages at the rate of 15.8%.” findings were obtained.

As a result of this research, the multiplicity of efforts to implement
and develop the method is remarkable (21,1%). This supports the idea that
mobile learning is a new field in education.

It is seen that licenses are preferred as sample level from studies
done. The reason for this is that most of the researchers are academicians. In
addition, the fact that they worked with small samples (0-30) in their studies
is thought to be due to the fact that the academicians prefer easily accessible
samples and it is difficult to control them in large groups.

When we look at the distribution of statistical methods used in the
study, it is seen that the method of qualitative analysis is the majority. For
this reason, it is thought that mobile education is a new field in education.
In the vast majority of studies, smartphone is the foreground as the technology
used in mobile learning. This is thought to be due to the fact that the
students have smartphones.

With this study, it is thought that researchers will provide guidance
about research method, sample size, sampling level, learning area, data
collection tool, statistical method that can be used and mobile learning
technology used.

Keywords

mobil learning, m-learning

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