MOBILE LEARNING ACCORDING TO STUDENTS OF COMPUTER ENGINEERING AND COMPUTER EDUCATION: A COMPARISON OF ATTITUDES

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dc.authoridGezgin, Deniz Mertkan/0000-0003-4688-043X
dc.authoridAdnan, Müge/0000-0003-3256-7418
dc.authoridAdnan, Müge/0000-0003-3256-7418
dc.authoridacar guvendir, meltem/0000-0002-3847-0724
dc.authorwosidGezgin, Deniz Mertkan/AAC-4860-2021
dc.authorwosidAdnan, Müge/AAP-6393-2021
dc.authorwosidAdnan, Müge/AAG-1710-2020
dc.contributor.authorMertkan, Deniz
dc.contributor.authorAdnan, Muge
dc.contributor.authorAcar Guvendir, Meltem
dc.date.accessioned2024-06-12T11:08:39Z
dc.date.available2024-06-12T11:08:39Z
dc.date.issued2018
dc.departmentTrakya Üniversitesien_US
dc.description.abstractMobile learning has started to perform an increasingly significant role in improving learning outcomes in education. Successful and efficient implementation of m-learning in higher education, as with all educational levels, depends on users' acceptance of this technology. This study focuses on investigating the attitudes of undergraduate students of Computer Engineering (CENG) and Computer Education and Instructional Technology (CEIT) departments in a Turkish public university towards m-learning from three perspectives; gender, area of study, and mobile device ownership. Using a correlational survey method, a Mobile Learning Attitude Scale (MLAS) was administered to 531 students, analysis of which revealed a positive attitude to m-learning in general. A further investigation of the aforementioned three variables showed a more positive attitude for female students in terms of usability, for CEIT students in terms of advantages, usability and independence, and for those owning a mobile device in terms of usability. An important implication from the findings, among others, is supplementing Computer Engineering curriculum with elective courses on the fundamentals of mobile learning, and/or the design and development of m-learning software, so as to create, in the long run, more specialized and complementary teams comprised of trained CENG and CEIT graduates in m-learning sector.en_US
dc.identifier.endpage17en_US
dc.identifier.issn1302-6488
dc.identifier.issue1en_US
dc.identifier.startpage4en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14551/22503
dc.identifier.volume19en_US
dc.identifier.wosWOS:000429150100002en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.language.isoenen_US
dc.publisherAnadolu Univen_US
dc.relation.ispartofTurkish Online Journal Of Distance Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectM-Learningen_US
dc.subjectEducationen_US
dc.subjectAttitudeen_US
dc.subjectMobile Programmingen_US
dc.subjectMobile Technologiesen_US
dc.subjectGender-Differencesen_US
dc.subjectTechnologiesen_US
dc.subjectPerceptionsen_US
dc.subjectUniversityen_US
dc.subjectDevicesen_US
dc.subjectBehavioren_US
dc.subjectDesignen_US
dc.subjectSkillsen_US
dc.subjectGameen_US
dc.subjectAgeen_US
dc.titleMOBILE LEARNING ACCORDING TO STUDENTS OF COMPUTER ENGINEERING AND COMPUTER EDUCATION: A COMPARISON OF ATTITUDESen_US
dc.typeArticleen_US

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