Araştırma Makalesi
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Eğitimde Mobil Öğrenme Üzerine Araştırma Eğilimleri

Yıl 2018, Cilt 7, Sayı 1, 18 - 35, 01.03.2018

Öz

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. 

Kaynakça

  • Akkerman, S., Admiraal, W., & Huizenga, J. (2009). Storification in History education: A mobile game in and about medieval Amsterdam. Computers & Education, Volume 52, Issue 2, Pages 449–459.
  • Bowen, G. A. (2009). Document Analysis as a Qualitative research method. Qualitative Research Journal, Vol, 9 No, 2 pp. 27-40.
  • Burston, J. (2011). Realizing the Potential of Mobile Phone Technology for Language Learning. A publication of the International Association for Language Learning Technology, Vol. 41 (2).
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayıncılık, Ankara.
  • Cavus, N., & Uzunboylu, H. (2009). Improving critical thinking skills in mobile learning. Procedia - Social and Behavioral Sciences, Volume 1, Issue 1, Pages 434-438.
  • Cevahir, H., & Özdemir, M. (2015). Mobile Learning Researches Towards Individuals with Disabilities: A Content Analysis Between 2005 and 2015. Istanbul Journal of Open and Distance Education Cilt 1, Sayı 2.
  • Chang, C. S., Chen, T. S., & Hsu, W. H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, Volume 57, Issue 1, Pages 1228–1239.
  • Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A Knowledge Engineering Approach to Developing Mindtools for Context-Aware Ubiquitous Learning. Computers & Education, Volume 54, Issue 1, Pages 289–297.
  • Cochrane, T. (2010). Architectures for Distributed and Complex M-Learning Systems: Applying Intelligent Technologies. Unitec, New Zealand.
  • Çakir, H. (2011). Mobil Öğrenmeye İlişkin Bir Yazılım Geliştirme Ve Değerlendirme. Cukurova University Faculty of Education Journal, Vol. 40 Issue 2, p1-9.
  • Dye, A., Solstad, B., & K'Odingo, J. A. (2003). Mobile Education - A Glance at the Future, [Çevrim içi: http://www.dye.no/articles/a_glance_at_the_future/index.html ], Erişim tarihi :22 Eylül 2017.
  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education., Volume 50, Issue 2, Pages 491–498.
  • Hsu, C. C., & Ho, C. C. (2012). The design and implementation of a competency-based intelligent mobile learning system. Expert Systems with Applications, Volume 39, Issue 9, Pages 8030–8043.
  • Karataş, E. (2014). Eğitimde Oyunlaştırma: Araştırma Eğilimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt 15, Sayı 2, 315-333.
  • Korkmaz, Ö. (2015). New Trends on Mobile Learning in The Light of Recent Studies. Participatory Educational Research (PER), Vol. 2(1), pp. 1-10.
  • Kukulska, H. A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, Volume 20, Issue 3, pp. 271-289.
  • Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2009). Innovation in Mobile Learning: a European Perspective . International Journal of Mobile and Blended Learning, 1(1), s13-35.
  • Kuzu, A., Cavkaytar, A., & Odabaşı, H. F. (2014). Development of Mobile Skill Teaching Software for Parents of Individuals with Intellectual Disability. Turkish Online Journal of Qualitative Inquiry,, 5(2).
  • Laurillard, D., & Pachler, N. (2007). Pedagogical forms of mobile learning: framing. Mobile learning: towards a research agenda., s33-54.
  • Liu, T. Y., Tan, T. H., & Chu, Y. L. (2010). QR Code and Augmented Reality-Supported Mobile English Learning System. Lecture Notes in Computer Science, pp 37-52.
  • Ozan, Ö. (2013). Bağlantıcı mobil öğrenme ortamlarında yönlendirici destek. Doktara Tezi, Anadolu Üniversitesi, Eskişehir.
  • Park, Y. (2011). A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types. The International Review Of Research In Open And Distributed Learning, 12(2), s78-102.
  • Pouster, J. (2015). Pew Research Center . Smartphone Ownership and Internet Usage Continues to Climb in Emerging Economie, [Çevrim içi: http://www.pewglobal.org/2016/02/22/smartphone-ownership-and-internet-usage-continues-to-climb-in-emerging-economies/ ], Erişim Tarihi: 20 Ekim 2017.
  • Reychav, I., & Wu, D. (2014). Exploring mobile tablet training for road safety: A uses and gratifications perspective. Computers & Education, Volume 71, Pages 43–55. Sharma, S. K., & Kitchens, F. L. (2004). Web services architecture for m-Learning. Journal of e-Learning, 2(1), s203-216.
  • Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a Theory of Mobile Learning. In Proceedings of m-learn Conference, . Cape Town, South Africa.
  • Şahan, Ö., Çoban, M., & Razı, S. (2016). İngilizce deyimlerin WhatsApp aracılığıyla öğretimi: Akıllı telefonların sınıf dışı kullanımı. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt-Sayı: 18-2.
  • Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning, 1(1), s1-12.
  • Traxler, J. (2010). The learner experience of mobiles, mobility and connectedness, background paper to presentation, (s. s13,14). U.K.
  • Uzunboylu, H., Cavus, N., & Ercaga, E. (2009). Using mobile learning to increase environmental awareness. Computers & Education, Volume 52, Issue 2, Pages 381–389.
  • Wu, P. H., Hwang, G. J., Su, L., & Huang, Y. M. (2012). A Context-Aware Mobile Learning System for Supporting Cognitive Apprenticeships in Nursing Skills Training. International Forum of Educational Technology & Society, Vol. 15, No. 1, pp. 223-236.
  • Yağan, D. (2016). Türkiye İstatistik Kurumu. Hanehalkı Bilişim Teknolojileri Kullanım Araştırması, [Çevrim içi: http://www.tuik.gov.tr/PreHaberBultenleri.do?id=21779 ], Erişim tarihi: 06 Eylül 2017.
  • Yeşilyurt, M. E., Baştürk, R., Yeşilyurt, F., & Kara, I. (2014). Teknolojik cihazlarin öğrenci başarısı üzerindeki etkileri: Denizli örneği. İnternet Uygulamaları ve Yönetimi, 5(1).
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık, Ankara.

Research Trends in Mobile Learning in Education

Yıl 2018, Cilt 7, Sayı 1, 18 - 35, 01.03.2018

Öz

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.

Kaynakça

  • Akkerman, S., Admiraal, W., & Huizenga, J. (2009). Storification in History education: A mobile game in and about medieval Amsterdam. Computers & Education, Volume 52, Issue 2, Pages 449–459.
  • Bowen, G. A. (2009). Document Analysis as a Qualitative research method. Qualitative Research Journal, Vol, 9 No, 2 pp. 27-40.
  • Burston, J. (2011). Realizing the Potential of Mobile Phone Technology for Language Learning. A publication of the International Association for Language Learning Technology, Vol. 41 (2).
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi Yayıncılık, Ankara.
  • Cavus, N., & Uzunboylu, H. (2009). Improving critical thinking skills in mobile learning. Procedia - Social and Behavioral Sciences, Volume 1, Issue 1, Pages 434-438.
  • Cevahir, H., & Özdemir, M. (2015). Mobile Learning Researches Towards Individuals with Disabilities: A Content Analysis Between 2005 and 2015. Istanbul Journal of Open and Distance Education Cilt 1, Sayı 2.
  • Chang, C. S., Chen, T. S., & Hsu, W. H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, Volume 57, Issue 1, Pages 1228–1239.
  • Chu, H. C., Hwang, G. J., & Tsai, C. C. (2010). A Knowledge Engineering Approach to Developing Mindtools for Context-Aware Ubiquitous Learning. Computers & Education, Volume 54, Issue 1, Pages 289–297.
  • Cochrane, T. (2010). Architectures for Distributed and Complex M-Learning Systems: Applying Intelligent Technologies. Unitec, New Zealand.
  • Çakir, H. (2011). Mobil Öğrenmeye İlişkin Bir Yazılım Geliştirme Ve Değerlendirme. Cukurova University Faculty of Education Journal, Vol. 40 Issue 2, p1-9.
  • Dye, A., Solstad, B., & K'Odingo, J. A. (2003). Mobile Education - A Glance at the Future, [Çevrim içi: http://www.dye.no/articles/a_glance_at_the_future/index.html ], Erişim tarihi :22 Eylül 2017.
  • Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education., Volume 50, Issue 2, Pages 491–498.
  • Hsu, C. C., & Ho, C. C. (2012). The design and implementation of a competency-based intelligent mobile learning system. Expert Systems with Applications, Volume 39, Issue 9, Pages 8030–8043.
  • Karataş, E. (2014). Eğitimde Oyunlaştırma: Araştırma Eğilimleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, Cilt 15, Sayı 2, 315-333.
  • Korkmaz, Ö. (2015). New Trends on Mobile Learning in The Light of Recent Studies. Participatory Educational Research (PER), Vol. 2(1), pp. 1-10.
  • Kukulska, H. A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, Volume 20, Issue 3, pp. 271-289.
  • Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2009). Innovation in Mobile Learning: a European Perspective . International Journal of Mobile and Blended Learning, 1(1), s13-35.
  • Kuzu, A., Cavkaytar, A., & Odabaşı, H. F. (2014). Development of Mobile Skill Teaching Software for Parents of Individuals with Intellectual Disability. Turkish Online Journal of Qualitative Inquiry,, 5(2).
  • Laurillard, D., & Pachler, N. (2007). Pedagogical forms of mobile learning: framing. Mobile learning: towards a research agenda., s33-54.
  • Liu, T. Y., Tan, T. H., & Chu, Y. L. (2010). QR Code and Augmented Reality-Supported Mobile English Learning System. Lecture Notes in Computer Science, pp 37-52.
  • Ozan, Ö. (2013). Bağlantıcı mobil öğrenme ortamlarında yönlendirici destek. Doktara Tezi, Anadolu Üniversitesi, Eskişehir.
  • Park, Y. (2011). A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types. The International Review Of Research In Open And Distributed Learning, 12(2), s78-102.
  • Pouster, J. (2015). Pew Research Center . Smartphone Ownership and Internet Usage Continues to Climb in Emerging Economie, [Çevrim içi: http://www.pewglobal.org/2016/02/22/smartphone-ownership-and-internet-usage-continues-to-climb-in-emerging-economies/ ], Erişim Tarihi: 20 Ekim 2017.
  • Reychav, I., & Wu, D. (2014). Exploring mobile tablet training for road safety: A uses and gratifications perspective. Computers & Education, Volume 71, Pages 43–55. Sharma, S. K., & Kitchens, F. L. (2004). Web services architecture for m-Learning. Journal of e-Learning, 2(1), s203-216.
  • Sharples, M., Taylor, J., & Vavoula, G. (2005). Towards a Theory of Mobile Learning. In Proceedings of m-learn Conference, . Cape Town, South Africa.
  • Şahan, Ö., Çoban, M., & Razı, S. (2016). İngilizce deyimlerin WhatsApp aracılığıyla öğretimi: Akıllı telefonların sınıf dışı kullanımı. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, Cilt-Sayı: 18-2.
  • Traxler, J. (2009). Learning in a mobile age. International Journal of Mobile and Blended Learning, 1(1), s1-12.
  • Traxler, J. (2010). The learner experience of mobiles, mobility and connectedness, background paper to presentation, (s. s13,14). U.K.
  • Uzunboylu, H., Cavus, N., & Ercaga, E. (2009). Using mobile learning to increase environmental awareness. Computers & Education, Volume 52, Issue 2, Pages 381–389.
  • Wu, P. H., Hwang, G. J., Su, L., & Huang, Y. M. (2012). A Context-Aware Mobile Learning System for Supporting Cognitive Apprenticeships in Nursing Skills Training. International Forum of Educational Technology & Society, Vol. 15, No. 1, pp. 223-236.
  • Yağan, D. (2016). Türkiye İstatistik Kurumu. Hanehalkı Bilişim Teknolojileri Kullanım Araştırması, [Çevrim içi: http://www.tuik.gov.tr/PreHaberBultenleri.do?id=21779 ], Erişim tarihi: 06 Eylül 2017.
  • Yeşilyurt, M. E., Baştürk, R., Yeşilyurt, F., & Kara, I. (2014). Teknolojik cihazlarin öğrenci başarısı üzerindeki etkileri: Denizli örneği. İnternet Uygulamaları ve Yönetimi, 5(1).
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık, Ankara.

Ayrıntılar

Bölüm 17.SAYI
Yazarlar

Mahmut Zengin> (Sorumlu Yazar)
ULUDAĞ ÜNİVERSİTESİ
0000-0002-8140-0465
Türkiye


Erhan Şengel> (Sorumlu Yazar)
ULUDAĞ ÜNİVERSİTESİ
0000-0003-0927-2814
Türkiye


Mehmet Ali Özdemir Bu kişi benim (Sorumlu Yazar)
ULUDAĞ ÜNİVERSİTESİ
Türkiye

Yayımlanma Tarihi 1 Mart 2018
Yayınlandığı Sayı Yıl 2018, Cilt 7, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { jitte373314, journal = {Journal of Instructional Technologies and Teacher Education}, issn = {2149-4495}, address = {}, publisher = {Karadeniz Teknik Üniversitesi}, year = {2018}, volume = {7}, number = {1}, pages = {18 - 35}, title = {Research Trends in Mobile Learning in Education}, key = {cite}, author = {Zengin, Mahmut and Şengel, Erhan and Özdemir, Mehmet Ali} }
APA Zengin, M. , Şengel, E. & Özdemir, M. A. (2018). Research Trends in Mobile Learning in Education . Journal of Instructional Technologies and Teacher Education , 7 (1) , 18-35 . Retrieved from https://dergipark.org.tr/tr/pub/jitte/issue/36776/373314
MLA Zengin, M. , Şengel, E. , Özdemir, M. A. "Research Trends in Mobile Learning in Education" . Journal of Instructional Technologies and Teacher Education 7 (2018 ): 18-35 <https://dergipark.org.tr/tr/pub/jitte/issue/36776/373314>
Chicago Zengin, M. , Şengel, E. , Özdemir, M. A. "Research Trends in Mobile Learning in Education". Journal of Instructional Technologies and Teacher Education 7 (2018 ): 18-35
RIS TY - JOUR T1 - Eğitimde Mobil Öğrenme Üzerine Araştırma Eğilimleri AU - MahmutZengin, ErhanŞengel, Mehmet AliÖzdemir Y1 - 2018 PY - 2018 N1 - DO - T2 - Journal of Instructional Technologies and Teacher Education JF - Journal JO - JOR SP - 18 EP - 35 VL - 7 IS - 1 SN - 2149-4495- M3 - UR - Y2 - 2018 ER -
EndNote %0 Öğretim Teknolojileri ve Öğretmen Eğitimi Dergisi Research Trends in Mobile Learning in Education %A Mahmut Zengin , Erhan Şengel , Mehmet Ali Özdemir %T Research Trends in Mobile Learning in Education %D 2018 %J Journal of Instructional Technologies and Teacher Education %P 2149-4495- %V 7 %N 1 %R %U
ISNAD Zengin, Mahmut , Şengel, Erhan , Özdemir, Mehmet Ali . "Research Trends in Mobile Learning in Education". Journal of Instructional Technologies and Teacher Education 7 / 1 (Mart 2018): 18-35 .
AMA Zengin M. , Şengel E. , Özdemir M. A. Research Trends in Mobile Learning in Education. Journal of Instructional Technologies and Teacher Education. 2018; 7(1): 18-35.
Vancouver Zengin M. , Şengel E. , Özdemir M. A. Research Trends in Mobile Learning in Education. Journal of Instructional Technologies and Teacher Education. 2018; 7(1): 18-35.
IEEE M. Zengin , E. Şengel ve M. A. Özdemir , "Research Trends in Mobile Learning in Education", Journal of Instructional Technologies and Teacher Education, c. 7, sayı. 1, ss. 18-35, Mar. 2018