Running Head: WEBIBLIOGRAPHY: MOBILE EDUCATION

Webibliography: Mobile Education

Linda Davis
Liberty University Online

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Web-based Architecture for Mobile Learning

Summary
In this article the authors describe an m-learning system that creates multi-media
structured learning materials via the Web through light-weight learning object packages and
transports it to the learners mobile device. The authors demonstrate the possibility of using
existing Web materials in e-learning systems with no prior predetermined knowledge or use of
any learning object repository. This system uses content collected from the Web recording and
integrating the learning objects into a learning Web allowing the learner to receive personalized
knowledge regarding explicit subjects of interest. The system can adapt to various restraints
associated with the learners profile and the mobile device specifications (Alzaabi, Berri, &
Zemerly, 2010).
Critique
The m-learning system described in this article appears promising but the authors admit
to needing further research and investigation. The authors believe further investigation of a Webservice architecture considering diverse multi-media Web repositories to provide more reliable
content is needed to gather and deliver content to the learner. In addition, adapting content to
learner context in a more systematic way using a context model, such as time, location, interest,
and age would add systematic value by transporting correct content to the right learner in the
correct context. Adding other languages would not necessitate major change in the system
architecture but might require development of an Application Program Interface (API) to
implement some languages. Since the system replicates user behavior and suggests comparable
areas to visit making it a proactive rather than reactive system that supports the users profile as
well as the users past selections makes this m-learning system a solid competitor to other types
of learning systems (Alzaabi et al., 2010).
Reference

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Alzaabi, M., Berri, J., & Zemerly, M. (2010). Web-based architecture for mobile learning.
International Journal for Informatics (IJI), 3(1), 207-216. Retrieved from
http://www.infonomics-society.org/IJI/Web-based%20Architecture%20for%20Mobile
%20Learning.pdf
Mobile Learning System Based on Cloud Computing
Summary
In this article the authors believe with the popularization of Wi-Fi wireless networking as
well as intelligent mobile terminal equipment, such as iPhones, smartphones, iPads, and tablets
mobile learning became recognized as an essential modality of learning. The authors further
believe many disadvantages exist in conventional mobile learning, whereas, cloud-based mobile
learning was better equipped to overcome some of these disadvantages. This article establishes a
concept and cloud computing system architecture using an m-learning system structured with
cloud-based computing to analyze its function and process elements. Some function elements
use an Android platform and JAVA technology. This determines that the system can recognize the
mixture of advanced learning concepts with the new technology promoting personalized and
diversified learning anywhere, at anytime (Chen, Ma, Liu, Liu, Ran, & Wang, 2013).
This article successfully combines the advantages of cloud computing integrating it into
m-learning designing its own m-learning system. The systems four functional modules consist
of the following: learning community, system management, learning resources, and course
learning. The authors believe there are plenty of cloud-based storage mobile learning resources
providing excellent cloud community interactivity along with superior quality. In addition, the
authors recognize the Android platform realizes the system module functions as the main
interface, content learning, login interface, and cloud-services interface. When installed on a

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smartphone or Android tablet the learner can learn quickly and easily wherever and whenever
(Chen et. al., 2013).
Critique
This author believes that the article adequately presents an m-learning system based on
cloud computing. Many of these learning systems were launched for Android phones and tablets
quickly becoming a popular item. The architecture of cloud computing consists of the two
following parts: management and service offering three levels, such as platform as a service
(PaaS), software as a service (SaaS), and infrastructure as a service (IaaS). Cloud computing has
rapidly gained popularity in mobile learning because of its many advantages. This author
believes that the article provides valid support for using cloud computing in mobile learning
(Chen et. al., 2013).
Reference
Chen, M., Ma, Y., Liu, J., Liu, Y., Ran, Y., & Wang, J. (2013). Mobile learning system based on
cloud computing. Journal of Networks, 8(11), 2572-2577. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE
%7CA353321521&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=1aac04c639246
8360d220edec8989db2

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Rethinking Education in the Age of Technology:

The Digital Revolution and Schooling in America
Summary
In this book the authors examine the use of technology in schools in America. The
authors research technology use in K-12 and adult education. They investigate the look of
education at the time of the writing and how it needs to look in the future. They see a change in
not only the way society thinks but also in the way society communicates. The authors see a new
central learning platform model developing through adult education, learning centers, and online
learning. They express very distinctive thoughts about how education needs to change using
present day technology. The authors equate mobile learning to the mirrored opposite of
classroom-based learning. They determine developing a classification system for mobile learning
difficult at best because of the rapid change in the field of technology (Collins & Halverson,
2009).
According to Collins and Halverson (2009), students obtain much of their knowledge
outside the classroom. Therefore, the educator should train to challenge his or her students using
the familiar technology and devices students all ready use in everyday life. This allows the
educator to challenge learners to investigate their world in a more balanced way.
Critique
According to Collins and Halverson (2009), student respect for teachers steadily declined
over the past 30 years. The authors believe students show less respect for the authority of a
teacher who serves as a facilitator, especially over genuine knowledge. This author disagrees
with the undermining of legitimate knowledge but agrees that students appear to demonstrate
behaviors showing they believe the instructor as a facilitator has less authority than when
teaching in the traditional classroom. This may result from the lack of interaction between the

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student and facilitator. This author agrees with the books authors in regard to the increased
knowledge level of home schooled children; however, knows quite a few families where the
parent spends at least six to seven hours daily home schooling their children as opposed to the
three to four hours stated in the book.
This author believes the book provided evidence of thorough research into the
educational system in America. The authors examined and explained changes in education that
occurred over time along with the possible losses and gains resulting from the proposed
educational revolution. In addition, the authors make a good case for lifelong learning and the
learner taking control of his or her learning (Collins & Halverson, 2009).
Reference
Collins, A., & Halverson, R. (2009). Rethinking education in the age of technology: The digital
revolution and schooling in America. New York: Teachers College Press
Defining Mobile Learning in the Higher Education Landscape
Summary
In this article the authors view mobile learning as having three concepts. These consist of
mobility of technology, mobility of learning, and mobility of the learner defining mobile learning
as environmental-based learning. The authors recognize mobility of technology as devices
equipped with Wireless Fidelity (Wi-Fi) and Wireless Application Protocol (WAP) capable of
connecting with the Internet wherever and whenever. This allows the learner to receive
instruction and deliver content anywhere, anytime. Mobility of learning provides learning
everywhere and anytime promoting e-learning and performance-based assessment. Mobility of
the learner pertains to the location of the learner. When a learner uses a personal computer for elearning purposes he or she remains bound to the location of the personal computer. When the

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same learner uses a wireless device he or she has limitless locations to learn from any place,
anytime (El-Hussein & Cronje, 2010).
Critique
The issue that came to mind for this author while reading the article consisted of the
unreliability of some wireless devices in various geographical areas. These issues did not appear
in the research of the article or the discussion of mobility of the learner. For example, when
passing through the mountains of West Virginia or other mountainous terrain, this author
experiences numerous dropped calls and loss of connectivity with the wireless provider on
laptops, iPhones, and iPads. However, convenient and nice the thought of full mobility of the
learner in some geographical regions may prove more frustrating than productive. In addition,
some areas of the world may not have existing cell phone towers or satellite coverage for this
type of learner mobility. Therefore, the mobility of technology will only prove as reliable as the
wireless providers ability to provide service without obstacle interferences, such as mountains,
high rise buildings, location of towers, and satellite availability. These issues may render the
articles three concepts of mobile learning useless.
Reference
El-Hussein, M. O. M., & Cronje, J. C. (2010). Defining mobile learning in the higher education
landscape. Educational Technology & Society, 13(3), 12-21. Retrieved from
http://www.ifets.info/journals/13_3/3.pdf

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Challenges and Opportunities of Cloud-based Mobile Learning

Summary
In this article the author outlines the many challenges and variety of opportunities offered
to the learner using cloud-based mobile learning. Some challenges discussed in the article
include the following: variability in devices, limited Internet access, slower download speeds,
poor resolution on smaller screens, limited memory, and difficulty inputting text. Some
opportunities include the following: mobile devices can easily access backend business
applications, mobile applications can reach a larger audience, mobile security applications can
run in the cloud providing greater security, and using these devices make them part of the
centralized security scheme of the cloud (Velev, 2014).
Critique
This author believes that the author does a thorough job of describing the benefits of
using mobile devices for cloud-based mobile learning. The article presents a valid point that
mobile learning presents as an accurate means of providing education and training in not only
our schools and universities but our businesses as well as test taking. Businesses providing
smartphones for their employees can also utilize these for company training and referencing
information. Using tablets and smartphones because of improved broadband access allows
students and employees to utilize digital textbooks as a learning resource as well as provide
better collaboration and cross-device use. These devices also help integrate social networking
into the learning process for interaction with instructors. New applications for these devices
come out everyday making a more personalized instruction for the student. The article presents
an interesting point of view since the cloud does not occur in one place only, system failures
decrease significantly (Velev, 2014). This article was well researched and written.
Reference
Velev, D. G. (2014). Challenges and opportunities of cloud-based mobile learning. International

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Journal of Information and Education Technology, 4(1), 49-53. DOI:

10.7763/IJIET.2014.VA.367. Retrieved from http://www.ijiet.org/papers/367-L0030.pdf