**3.2 Rationale of M-learning**

It is noteworthy that technology utilize in pedagogical environments must be based on the predominant educational theories and approaches [46], which is thus applied to M-learning as one form of technology utilize in instruction. For example, education, any education, according to Behaviorism, takes place while a conditional correlation is established among a particular stimulus and a specific response [47]. In other words, M-learning, applications of Behaviorism are limited to its major precept, which is stimuli and responses. That is, learners through M-learning are provided by the education content, the stimuli in this situation, while the attached tasks, short exams, and feedback are the learners' responses that follow. On the other hand, cognitive Approach concentrates on enabling the student to reorganize his/her cognitive structures in a task that allows him to process and storage newly acquired data that will be saved and recalled in future [48]. Thus, students should be provided in advance with the education materials and new information. The


**19**

*Multimedia: Different Processes*

*DOI: http://dx.doi.org/10.5772/intechopen.81987*

study process more self-directed and regulated (2011).

learners' self-regulation learning and academic achievement.

**3.3 M-learning theoretical framework**

availability of multimedia included in students' mobile devices will help them process, organize, storage, and recall the data they need anytime and anywhere. Situated Learning Theory hypothesizes that education is not merely a process of information acquisition yet firstly a social participation that seeks a resolution for a problem [29]. Therefore, an emphasis on making real social cases in which new information can be delivered to students provides them with a wealthy opportunity to simulate real life. Through the utilize of social communication and networking means available on mobile devices such as blogs, learning, groups, and discussions at task environment can promote and foster learning more than any other way.

Contextual Learning Theory blends modernistic developments of status-aware computing with instruction strategies that boosts situational and status-sensitive education [49]. Arguably, M-learning can make education contextual via specific practices based on mobile devices' technology that can bring real existence in front of students. A learner can administer the education context based education content, browse, and restore it whenever he wishes. Location-based learning theory aims to fulfill what is known as Just-in-Time Learning linked to the physical location in which the student lives. In other words, M-learning should account for the place of education where the student can be given a hand to acquire and study not any information but conceptual information [50]. According to the Cognitivist, education is an active, constructive, accumulative, and self-directed process that is dependent on the mental activities of the student [51]. Arguably, taking into regard all these points discussed previously, one can argue that M-learning, because of the sophisticated technology embedded inside, can provide such contextual, mental, social, and locative activities through micro learning all the day long and make the

Today's mobile devices are various those ones that were common 5 or 10 years ago. Arguably, mobile phones each month get smarter and smarter. Learners of all kinds and fundamentally university students keep pace with all technological developments Included in these devices. These learners are more skilful in utilizing them than parents or grandparents. Besides, users of mobile devices can be directed to utilize them for pedagogical, as well as, for communication aims in a way that makes their study easier and more interesting. Learners that have investigated how lecturers can do so are many. Besides, learners that have checked whether mobile devices make an effect in learners' academic achievement are many, too. For instance, Jabbour [52] showed that 3G technology based-mobile devices when utilized for educational aims affected learners' attitudes. Learners could enjoy themselves and attempt a positive learning experience. Their prospects of mobile devices' effectiveness had a positive effect on their learning outcomes. While Dos [38] revealed that university, learners heavily utilized mobile devices. Learners' metacognition awareness and academic achievement were developed and improved because of these devices sets usage. Wang et al. [53] also concluded that M-learning activities could engage learners in the learning process much better than traditional ones. Learners changed into active students. They were intellectually, behaviourally and emotionally involved in their education works. Bidaki et al. [54] on the other hand proved that utilize of M-learning process had quite significant effect on both

Nevertheless, other researchers found that utilize of M-learning was not always effective. For example, [47] also concluded that unexpectedly control group learners' achievement was better than the achievement of learners in the experimental group who were learning through mobile devices. No variation among learners'

### **Table 1.**

*Terminology contrast between electronic and mobile learning [28].*

#### *Multimedia: Different Processes DOI: http://dx.doi.org/10.5772/intechopen.81987*

*Interactive Multimedia - Multimedia Production and Digital Storytelling*

solvers [43].

**3.1 M-learning and E-learning**

**3.2 Rationale of M-learning**

**E-learning M-learning** Computer Mobile

More formal Informal Media-rich Lightweight Hyperlinked Connected Collaborative Networked Interactive Spontaneous Distance learning Situated learning

Multimedia Objects

Simulated situation Realistic situation Bandwidth GPRS, G3, Bluetooth

*Terminology contrast between electronic and mobile learning [28].*

Hyper learning Constructivism, situations, collaborative

the way we access data, but also helps students be innovative and kindly problem-

M-learning is a massive method for engaging students on their own terms and promotes their broader education experience because of its mobility quality and supporting platform. Thus, M-learning is considered merely an extension of electronic learning joint to mobile computing. Learners of M-learning should be aware of mobile devices' utility and specific restrictions when delivering M-learning quality, ([44]: p. 65). The development of electronic learning, as a new type of distance learning whose nomenclature is close to those of traditional learning, has promoted the diverse applications of M-learning. However, M-learning is a distinguish technology and has its own nomenclature that adopts expressions such as spontaneous, informal, situated, intimate, connected, and lightweight, while electronic learning utilizes different expressions like hyperlinked, multimedia, interactive, and mediarich environment, ([45]: pp. 1926–7). Laouris and Eteokleous [28] have presented

**Table 1** below to contrast among the nomenclature of both expressions.

It is noteworthy that technology utilize in pedagogical environments must be based on the predominant educational theories and approaches [46], which is thus applied to M-learning as one form of technology utilize in instruction. For example, education, any education, according to Behaviorism, takes place while a conditional correlation is established among a particular stimulus and a specific response [47]. In other words, M-learning, applications of Behaviorism are limited to its major precept, which is stimuli and responses. That is, learners through M-learning are provided by the education content, the stimuli in this situation, while the attached tasks, short exams, and feedback are the learners' responses that follow. On the other hand, cognitive Approach concentrates on enabling the student to reorganize his/her cognitive structures in a task that allows him to process and storage newly acquired data that will be saved and recalled in future [48]. Thus, students should be provided in advance with the education materials and new information. The

**18**

**Table 1.**

availability of multimedia included in students' mobile devices will help them process, organize, storage, and recall the data they need anytime and anywhere. Situated Learning Theory hypothesizes that education is not merely a process of information acquisition yet firstly a social participation that seeks a resolution for a problem [29]. Therefore, an emphasis on making real social cases in which new information can be delivered to students provides them with a wealthy opportunity to simulate real life. Through the utilize of social communication and networking means available on mobile devices such as blogs, learning, groups, and discussions at task environment can promote and foster learning more than any other way.

Contextual Learning Theory blends modernistic developments of status-aware computing with instruction strategies that boosts situational and status-sensitive education [49]. Arguably, M-learning can make education contextual via specific practices based on mobile devices' technology that can bring real existence in front of students. A learner can administer the education context based education content, browse, and restore it whenever he wishes. Location-based learning theory aims to fulfill what is known as Just-in-Time Learning linked to the physical location in which the student lives. In other words, M-learning should account for the place of education where the student can be given a hand to acquire and study not any information but conceptual information [50]. According to the Cognitivist, education is an active, constructive, accumulative, and self-directed process that is dependent on the mental activities of the student [51]. Arguably, taking into regard all these points discussed previously, one can argue that M-learning, because of the sophisticated technology embedded inside, can provide such contextual, mental, social, and locative activities through micro learning all the day long and make the study process more self-directed and regulated (2011).

#### **3.3 M-learning theoretical framework**

Today's mobile devices are various those ones that were common 5 or 10 years ago. Arguably, mobile phones each month get smarter and smarter. Learners of all kinds and fundamentally university students keep pace with all technological developments Included in these devices. These learners are more skilful in utilizing them than parents or grandparents. Besides, users of mobile devices can be directed to utilize them for pedagogical, as well as, for communication aims in a way that makes their study easier and more interesting. Learners that have investigated how lecturers can do so are many. Besides, learners that have checked whether mobile devices make an effect in learners' academic achievement are many, too. For instance, Jabbour [52] showed that 3G technology based-mobile devices when utilized for educational aims affected learners' attitudes. Learners could enjoy themselves and attempt a positive learning experience. Their prospects of mobile devices' effectiveness had a positive effect on their learning outcomes. While Dos [38] revealed that university, learners heavily utilized mobile devices. Learners' metacognition awareness and academic achievement were developed and improved because of these devices sets usage. Wang et al. [53] also concluded that M-learning activities could engage learners in the learning process much better than traditional ones. Learners changed into active students. They were intellectually, behaviourally and emotionally involved in their education works. Bidaki et al. [54] on the other hand proved that utilize of M-learning process had quite significant effect on both learners' self-regulation learning and academic achievement.

Nevertheless, other researchers found that utilize of M-learning was not always effective. For example, [47] also concluded that unexpectedly control group learners' achievement was better than the achievement of learners in the experimental group who were learning through mobile devices. No variation among learners'

extraneous cognitive load and germane cognitive load were found. While there was a variation among learners' mental load degree in favor of the experimental group. Kuznekoff and Titsworth [55] after examining the impact of utilizing mobile devices on learners' learning through video watching concluded that learners who were utilizing their mobile phones wrote down and recalled less information. The notes they took were few. Their achievement degree on the exam were lower than peers who did not utilize their mobile devices actively [73].

Thus, it is true that M-learning phones definitely influence learners' university life whether positively or negatively. Nevertheless, once they are utilized in the right way, they can influence interaction patterns of lecturers as well as learners. They can promote learning and teaching practice. Therefore, pedagogical, organizational and curricular factors affecting the adoption of M-learning in tertiary institutions should be accounted for as long as we wish to utilize them effectively. Students will be in danger and can be insecure to superficial learning if M-learning practice are not well designed. Besides, mobile phones might distract learners from learning and deteriorate the type of interaction among lecturers and learners, Handal et al. [56].

### **4. Learning management systems (LMS)**

The incorporation of numerous Educational technologies in instruction have been widely confirmed for their potential to enrich, promote and extend learnerlearning experiences, ([59]: p. 330). Therefore, pioneer tertiary institutions all over the world try to profit of these technologies as much as potential to convey information resources to both of the student and lecturer in least time, cost and effort, ([60]: p. 6). Nevertheless, without a favorable shift from the lecturer-centered education to student-centered education, this incorporation will remain worthless. That is, lecturer-centered education deals with technology as a complement to lectures to display the teaching content to the students while student-centered education believes in greater incorporation of technology into classroom and yields great gains in learners' achievement. Besides, the function of technology incorporation should modification the roles of both the lecturer and the student. It also should be utilized as experiential education activities such writing, study, analysis, and collaboration, ([61]: p. 14). One of these educational technology tools which has been eminent in the field of learning and technology incorporation is LMS. Iwasaki, et al. (2011:479) indicated that the issues, which pedagogues in general, have been facing for more than 15 years such the lowering academic and lowered motivation ability have led to the appearance and adoption of theses learning management systems to promote active learning not restricted to a specific time or classroom, communication among the lecturer and learners, and collaborative learning between learners.

A report by Durham College Leadership Team in 2015 has Confirmed that LMS refers to both software and web-based technologies that are utilized by lecturers and learners to access, plan, perform, complement, observe, and/or assess learning or to communicate about learning. Learning management systems are centralized, online platforms that commodity curriculum, and estimate delivery and reception, ([62]: p. 302). LMS is a highly developed style of distance learning because it provides a set of software tools that help to transfer and manage the education content [63]. Esther [64] emphasizes that learning management system as a teaching tool has been developed to control and regulate the administrative works of tertiary institutions and other organizations. Lecturers and instructors who utilize learning management system have the chance to share syllabus, course materials, notes, calendars, links, idea, and online assignments [65]. One of the most public LMS is Moodle, which favors collaborative education, enabling interactions with resources

**21**

provided the original work is properly cited.

*Multimedia: Different Processes*

Media, Inc., 2010).

**Author details**

Kafrelsheikh University, Egypt

*DOI: http://dx.doi.org/10.5772/intechopen.81987*

from different media and between all lecturers [66]. Much web-based learning which has the ability to address the needs of end employee and student is facilitated through learning management system like Moodle, Blackboard, and Sakai [67, 68]. Moodle for example, is equipped with all aspects of online learning like the ability to store the education resources, connection and activities that are based on certain education topics [69]. When utilizing Moodle, persons or institutions can download the system free of charge and the downloading comes with permit (William, 2006). Nordin [70] also concluded that the motivating features of Moodle contain downloading and sharing of files, developing content in HTML, discussions or forum, questionnaire, grading, journal writing and other features, which are seen as significant to the development of online learning. In addition, Moodle is characterized through its site administrator and management tools; a variety of utilize management choices, containing multiple authentication choices, online profile building. Role-based tasks and licenses; enrollment and registration tools and plug-ins; and course administrator and communications choices, containing chat, questionnaire builders, forums, wikis, are also within the difference features of Moodle, (Monarch

© 2019 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

Abdellah Ibrahim Mohammed Elfeky\* and Marwa Yasien Helmy Elbyaly

\*Address all correspondence to: marwa.mohamed1@spe.kfs.edu.eg

#### *Multimedia: Different Processes DOI: http://dx.doi.org/10.5772/intechopen.81987*

*Interactive Multimedia - Multimedia Production and Digital Storytelling*

peers who did not utilize their mobile devices actively [73].

**4. Learning management systems (LMS)**

extraneous cognitive load and germane cognitive load were found. While there was a variation among learners' mental load degree in favor of the experimental group. Kuznekoff and Titsworth [55] after examining the impact of utilizing mobile devices on learners' learning through video watching concluded that learners who were utilizing their mobile phones wrote down and recalled less information. The notes they took were few. Their achievement degree on the exam were lower than

Thus, it is true that M-learning phones definitely influence learners' university life whether positively or negatively. Nevertheless, once they are utilized in the right way, they can influence interaction patterns of lecturers as well as learners. They can promote learning and teaching practice. Therefore, pedagogical, organizational and curricular factors affecting the adoption of M-learning in tertiary institutions should be accounted for as long as we wish to utilize them effectively. Students will be in danger and can be insecure to superficial learning if M-learning practice are not well designed. Besides, mobile phones might distract learners from learning and deteriorate the type of interaction among lecturers and learners, Handal et al. [56].

The incorporation of numerous Educational technologies in instruction have been widely confirmed for their potential to enrich, promote and extend learnerlearning experiences, ([59]: p. 330). Therefore, pioneer tertiary institutions all over the world try to profit of these technologies as much as potential to convey information resources to both of the student and lecturer in least time, cost and effort, ([60]: p. 6). Nevertheless, without a favorable shift from the lecturer-centered education to student-centered education, this incorporation will remain worthless. That is, lecturer-centered education deals with technology as a complement to lectures to display the teaching content to the students while student-centered education believes in greater incorporation of technology into classroom and yields great gains in learners' achievement. Besides, the function of technology incorporation should modification the roles of both the lecturer and the student. It also should be utilized as experiential education activities such writing, study, analysis, and collaboration, ([61]: p. 14). One of these educational technology tools which has been eminent in the field of learning and technology incorporation is LMS. Iwasaki, et al. (2011:479) indicated that the issues, which pedagogues in general, have been facing for more than 15 years such the lowering academic and lowered motivation ability have led to the appearance and adoption of theses learning management systems to promote active learning not restricted to a specific time or classroom, communication among the lecturer and learners, and collaborative learning between learners. A report by Durham College Leadership Team in 2015 has Confirmed that LMS refers to both software and web-based technologies that are utilized by lecturers and learners to access, plan, perform, complement, observe, and/or assess learning or to communicate about learning. Learning management systems are centralized, online platforms that commodity curriculum, and estimate delivery and reception, ([62]: p. 302). LMS is a highly developed style of distance learning because it provides a set of software tools that help to transfer and manage the education content [63]. Esther [64] emphasizes that learning management system as a teaching tool has been developed to control and regulate the administrative works of tertiary institutions and other organizations. Lecturers and instructors who utilize learning management system have the chance to share syllabus, course materials, notes, calendars, links, idea, and online assignments [65]. One of the most public LMS is Moodle, which favors collaborative education, enabling interactions with resources

**20**

from different media and between all lecturers [66]. Much web-based learning which has the ability to address the needs of end employee and student is facilitated through learning management system like Moodle, Blackboard, and Sakai [67, 68]. Moodle for example, is equipped with all aspects of online learning like the ability to store the education resources, connection and activities that are based on certain education topics [69]. When utilizing Moodle, persons or institutions can download the system free of charge and the downloading comes with permit (William, 2006). Nordin [70] also concluded that the motivating features of Moodle contain downloading and sharing of files, developing content in HTML, discussions or forum, questionnaire, grading, journal writing and other features, which are seen as significant to the development of online learning. In addition, Moodle is characterized through its site administrator and management tools; a variety of utilize management choices, containing multiple authentication choices, online profile building. Role-based tasks and licenses; enrollment and registration tools and plug-ins; and course administrator and communications choices, containing chat, questionnaire builders, forums, wikis, are also within the difference features of Moodle, (Monarch Media, Inc., 2010).
