Mobile Learning in China

Mobile Learning in China

Yuqin Yang, Qiyun Wang
Copyright: © 2011 |Pages: 12
DOI: 10.4018/978-1-61692-818-6.ch006
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Abstract

Mobile learning (m-learning in short) has received increasing attention in the new millennium. Considerable interest in exploiting the unique capability of mobile technologies for teaching and learning arises from educators and technical developers in recent years. In this chapter, we present an overview of the development of m-learning in China, including the construction of m-learning infrastructure, and the research projects conducted by universities and companies. Also, suggestions for future development of m-learning are provided.
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Literature Review: The Definition Of M-Learning

M-learning is defined rather ambiguously even though it has been popularly used in literature (Traxler, 2007). Different researchers have given various definitions from different perspectives. The following summarizes the definitions in the literature.

Define M-Learning Based on the mobile devices

M-learning is often defined as learning conducted via the use of mobile devices. In general, mobile devices refer to any electronic devices which are small enough to accompany us in every moment of our daily life (Caudill, 2007). The broad categories of mobile devices include PDAs, iPods, Plamtop Computers, mobile phones, and MP3 players. The majority of authors view m-learning as learning connected to a mobile device (Aderinoye, Ojokheta, & Olojede, 2007; Ally, 2004; Cui, et al., 2001; Keegan, 2002; QIA, 2008; Sharma & Kitchens, 2004; Trifonova, Georgieva, & Ronchetti, 2006; Wexler, et al, 2007). This definition focuses on the facet of technology in m-learning (Traxler, 2007).

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