M-Learning Technology in Arab Gulf Countries: A Systematic Review of Progress and Recommendations

Autor/inn/en	Alsswey, Ahmed; Al-Samarraie, Hosam; El-Qirem, Fuad Ali; Zaqout, Fahed
Titel	M-Learning Technology in Arab Gulf Countries: A Systematic Review of Progress and Recommendations
Quelle	In: Education and Information Technologies, 25 (2020) 4, S.2919-2931 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alsswey, Ahmed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-019-10097-z
Schlagwörter	Handheld Devices; Educational Research; Foreign Countries; Arabs; Adoption (Ideas); Technology Uses in Education; Best Practices + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Ausland; Arab; Araber; Ideas; Ideenfindung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	With the recent development in mobile devices and mobile services, mobile learning (m-learning) has become one of the most common research topics across Arab Gulf countries (AGC). The literature showed an inconsistent usage of m-learning in these countries. This paper sheds light on the progress of m-learning use in AGC, as well as offering recommendations to improve its adoption success. A systematic literature review was conducted to identify the current evidence on the use of m-learning in AGC across several groups of instructors and students. The results from reviewing 31 previous studies showed that students' and instructors' acceptance and use of m-learning were the main topics of concerned. In addition, the lack of research on leadership and policy practices in AGC may lead to technology failure. The key recommendations on best practices related to the use of m-learning in AGC were presented and discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01