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A Comparative Study of Business and Engineering Students' Attitude to Mobile Technologies in Distance Learning

A Comparative Study of Business and Engineering Students' Attitude to Mobile Technologies in Distance Learning

Andreas Ahrens, Jeļena Zaščerinska
Copyright: © 2015 |Pages: 31
ISBN13: 9781466673168|ISBN10: 1466673168|EISBN13: 9781466673175
DOI: 10.4018/978-1-4666-7316-8.ch002
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MLA

Ahrens, Andreas, and Jeļena Zaščerinska. "A Comparative Study of Business and Engineering Students' Attitude to Mobile Technologies in Distance Learning." Assessing the Role of Mobile Technologies and Distance Learning in Higher Education, edited by Patricia Ordóñez de Pablos, et al., IGI Global, 2015, pp. 29-59. https://doi.org/10.4018/978-1-4666-7316-8.ch002

APA

Ahrens, A. & Zaščerinska, J. (2015). A Comparative Study of Business and Engineering Students' Attitude to Mobile Technologies in Distance Learning. In P. Ordóñez de Pablos, R. Tennyson, & M. Lytras (Eds.), Assessing the Role of Mobile Technologies and Distance Learning in Higher Education (pp. 29-59). IGI Global. https://doi.org/10.4018/978-1-4666-7316-8.ch002

Chicago

Ahrens, Andreas, and Jeļena Zaščerinska. "A Comparative Study of Business and Engineering Students' Attitude to Mobile Technologies in Distance Learning." In Assessing the Role of Mobile Technologies and Distance Learning in Higher Education, edited by Patricia Ordóñez de Pablos, Robert D. Tennyson, and Miltiadis D. Lytras, 29-59. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-7316-8.ch002

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Abstract

Mobile technologies are widely employed in distance learning in higher education to provide students with an opportunity to learn regardless of time and place in order to obtain a higher education degree. However, little attention has been paid to a comparative study of business and engineering students' attitudes toward mobile technologies. The aim of the chapter is to compare business and engineering students' attitudes toward mobile technologies in distance learning, underpinning elaboration of a hypothesis. The meanings of the key concepts of distance learning, blended learning, and attitude are studied. Moreover, the study demonstrates how the key concepts are related to the idea of mobile technologies and shows how the steps of the process are related: students' attitudes toward mobile technologies in distance learning? empirical study within multicultural environments ? conclusions. The results of the present research show that both business and engineering students' attitudes toward mobile technologies are positive.

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