Combining E‐learning and M‐learning: New Applications of Blended Educational Resources

Citation

Cloete, L. (2012), "Combining E‐learning and M‐learning: New Applications of Blended Educational Resources", Online Information Review, Vol. 36 No. 2, pp. 321-322. https://doi.org/10.1108/14684521211240153

This work is a compilation of all the articles published by the International Journal of Mobile and Blended Learning in its first year of publication (2009). The purpose of the volume is to bring the articles to the attention of a wider audience than those who currently subscribe to the journal. E‐learning is usually considered to include all forms of electronically supported learning and teaching. Mobile learning or m‐learning refers to learning that takes place while the learner is not at a fixed location (on the move) or when learning takes place with the assistance of mobile technologies. M‐learning has the distinct advantage of making content accessible and available to many people in many different places. M‐learning thus focuses on the mobility of the learner, interacting with portable technologies.

The content has been organised in four sections and 19 chapters. The first section primarily addresses the foundations of m‐learning, including theories, frameworks, models and artefacts. The second section covers the development and construction of mobile learning systems. Articles in this section report on some of the projects undertaken in the development of mobile technologies. The third section deals with the evaluation and ethics related to mobile learning. In this section articles also cover blended learning within which mobile technologies support learning environments that combine multiple modalities and learning spaces. Some of the research covers evaluation of the effects of blended learning in contrast to more traditional approaches in vocational education. One of the articles also addresses the important aspect of ethics in mobile learning. The fourth section relates to the application of mobile learning designs in the environment. The articles in this section consider applications that relate to various technologies and concepts including blogging, podcasts, multimedia creation and sharing and social networking.

The topics covered in this compilation can be summarised as: affective tutoring systems, awareness in ubiquitous learning, developing m‐learning systems, e‐professional development, ethical considerations for m‐learning, evaluating m‐learning, innovation in m‐learning, managing learning schedules, mobile Web 2.0, pervasive learning systems and web‐enabled self‐regulated learning.

The contributors are leading researchers in the field, and many of the papers included in this volume are revised and extended versions of the best work from the major international mobile learning conference series, mLearn and IADIS Mobile Learning. The contributors represent countries such as Finland, the UK, Switzerland, France, Malaysia, Japan, Norway, New Zealand, Iran, Sweden, Ireland, Taiwan, China, Canada and South Africa and report on the various projects undertaken at academic and research institutions in those countries. They are experts in the fields of computer science, electronics, information systems, technology in education, software engineering, communication and pedagogy.

Apart from the lists of references following the individual articles, the book also has a separate compilation of all the references. The book has a comprehensive index. All the illustrations are monochrome and are not always so clear, especially the screen grabs.

The book is recommended for anyone with an interest in educational technology and specifically the utilisation of m‐learning. Some of the articles will appeal more to those who are involved in the development, construction and evaluation of m‐learning technology, while other articles will be beneficial to those who want to apply the technology in their teaching. Interested individuals may include educators, teachers, researchers, computer scientists and software engineers.