TechTrends (2017) 61:308–309 DOI 10.1007/s11528-017-0174-4
COLUMN: BOOK REVIEW
Ordóñez de Pablos, P., Tennyson, R. D., & Kytras, M. D. (eds): Assessing the role of mobile technologies and distance learning in higher education Hershey, PA: IGI Global, 2015 Ismahan Arslan-Ari 1 & Fatih Ari 1
Published online: 7 March 2017 # Association for Educational Communications & Technology 2017
Over the past two decades, advances in software and hardware technology, along with social factors such as individual demand for flexible educational opportunities, have triggered an increase in the number of distance and mobile learning initiatives. According to a recent report by Allen et al. (2016), in fall of 2014, 72.7% of public higher education institutions in the U.S. offered distance education courses at the undergraduate level. Of all higher education institutions in Europe, 75% of them offered distance education courses in 2015 (Sursock 2015). Despite the capabilities of information and communication technologies (ICT), however, the use of ICT in today’s distance and mobile learning implementations is still not at a desired level. Assessing the Role of Mobile Technologies and Distance Education in Higher Education aims to bring together the theoretical knowledge and real-life experiences of higher education institutions and professionals with the challenges of distance learning and mobile technology use in tertiary education. The book consists of 14 chapters with an average of approximately 24 pages for each chapter. Except for the chapters that are not empirical, each chapter follows a similar structure in general including a keywords section at the end. We find this particular feature very helpful for readers. The editors have brought 24 authors together from 15 different countries
* Ismahan Arslan-Ari
[email protected] Fatih Ari
[email protected] 1
Department of Educational Studies, College of Education, University of South Carolina, 820 Main Street, Columbia, SC 29208, USA
representing North America (1 chapter), Europe (7 chapters) and Asia (6 chapters). Based on the ratio of chapters, this book may be of special interest to those who would like to learn more about distance education and mobile technology use in higher education in Europe and in Asia. Of course, this does not mean that chapter 4, the only chapter from the North American region, is not of value or interest. In fact, we believe it is very well organized and it offers teacher education practitioners and researchers invaluable information about inservice teacher training, and the implementation of a graduate program for mathematics teachers and leaders through asynchronous online instruction. Faculty resistance to change has been one of the factors in slow acceptance of online education in traditional, brick-andmortar learning facilities such as departments of architecture (Mitchell et al. 2015). In chapter 1, the authors discuss how virtual architectural design studios can be implemented in studio-based architecture education. In this study, undergraduate students from Canada and Turkey collaborate on architectural design problems using Facebook and Skype for communication. We believe this is a unique example for using asynchronous and synchronous communication tools in this setting. Chapters 2, 3, 5, 8, and 12 focus on faculty and student perceptions or attitudes towards, mobile technology use in higher education. For instance, chapter 3 focuses on undergraduate students’ attitudes towards using iPads as an alternative method for delivering instruction in a university level mathematics course. The chapter also lists the benefits and challenges of taking a mathematics course handled through iPads only. Similarly, in chapter 2, Ahrens and Zaščerinska discuss the results of an empirical study comparing engineering and business students’ attitudes towards using mobile technologies in distance learning.
TechTrends (2017) 61:308–309
In chapter 5, Hussein presents the laptop project initiative, which aims to encourage student-centered and active learning in the United Arab Emirates, honing in on student and faculty evaluation of the project. Chapter 8 also focuses on faculty opinions and perceptions of mobile learning adoption, current development and challenges of mobile learning, and the future of mobile learning in Bahrain, one of the Gulf Cooperation Council (GCC) countries. Both chapters demonstrate that distance and mobile learning are still evolving in GCC countries. Many readers would probably like to see more details about how these projects were implemented, but we believe both chapters provide readers with an introductory picture of how higher education institutions in GCC countries use technology. Chapter 12 presents a study investigating the perceptions of Computer Science students in Finland about using Google Apps in an online course. Enhanced engagement with peers, fast and easy communication and data sharing, and enhanced social presence and comfort during group learning activities are listed as positive perceptions about using Google Apps, whereas the amount of work due to using different apps simultaneously is listed as a major concern. Detailed discussion of student activity and how using different Google Apps influence the quality of student artifacts would be great additions to this particular chapter. Chapter 7 mainly discusses promoting interaction in online courses for teacher education in Greece through the use of communication tools such as e-mail, forums, dropbox, and SMS. Although the chapter discusses the use of different communication tools in online courses, readers also might appreciate seeing examples of how such tools are implemented in a specific course. Chapters 10 and 11 contribute to this title from a theoretical perspective. The chapters discuss the role of the Internet in organizational learning and competence development at an abstract level. Both offer guidelines for using online technologies to achieve these goals. These chapters would have been strengthened with the addition of real-life examples. In Chapter 6, Carvalho discusses virtual universities, challenges and opportunities virtual universities face in the twenty-first century, and presents the case of Portugal Virtual University. By the end of the chapter, the author offers a summary table of the lessons learned from establishing and operating a virtual university, valuable information for those who are involved in similar initiatives. It would also have been beneficial for readers to see a sample course design, especially from one of those highly-rated courses by students. In Chapter 9, Panday explores mobile learning in general and discusses the mobile technology implementation to provide educational services in India. The chapter explores telecommunication services in India and provide examples of
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mobile network operators offering educational services including but not limited to English lessons, tutorials on general knowledge, and exam tips. Chapter 13, the shortest chapter in the book, summarizes a study investigating the factors that influence behavior of selecting touch screen mobile phones. In order to be aligned better with the overall purpose of this book, this chapter could also provide information about the factors influencing the use of touch screen mobile phones in mobile and distance learning. We think this would be very beneficial for readers who are teaching or conducting research in the higher education context. Chapter 14 provides an overview of mobile technologies and its implications for higher education. The advantages, disadvantages and challenges of mobile technology use is explained well in this chapter, but the addition of specific examples might be particularly helpful for instructional designers, educators and researchers. This book offers readers information about mobile technology use and distance learning in various higher education contexts in Europe and Asia. Readers also develop a sense of how technology is perceived differently in Middle Eastern countries. Because the chapters also convey information about the challenges and barriers of mobile learning in Europe and Asia, this title might be a good resource for practitioners who experience similar issues and for researchers with an agenda focusing on these issues. We offer several suggestions for future editions. Organizing chapters around sections focusing on similar content or subjects might be helpful for readers. Second, a concluding chapter presenting trends and future directions in mobile technology use and distance learning in higher education would strengthen the book’s closing. The content of this book is heavily skewed toward European and Asian countries, so including chapters highlighting work from other countries would broaden the audience base. Finally, chapters might provide a substantive discussion of the application of specific mobile and distance learning technologies within their respective contexts.
References Allen, I. E., Seaman, J., Poulin, R., & Straut, T. T. (2016). Online report card: Tracking online education in the United States. Babson Park: Babson Survey Research Group and Quahog Research Group, LLC. Mitchell, L. D., Parlamis, J. D., & Claiborne, S. A. (2015). Overcoming faculty avoidance of online education: From resistance to support to active participation. Journal of Management Education, 39(3), 350– 371. Sursock, A. (2015). Trends 2015: Learning and teaching in European universities. Brussels: European University Association.
