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Mobile Cloud Learning
Introduction
Mobile Cloud Learning is based on cloud computing, which is the latest technology in the world of Information Technology (IT). The difference in cloud computing from other kinds of IT is that it does not need software, hardware and license for it to be fully effective (Rao, Sasidhar and Satyendra 42). In fact, one can use it without knowing its source just as the way one uses electricity without them knowing exactly where it may come from. As one of its many applications, it is being used in education, where that type of learning is referred to as mobile cloud learning. The word ‘mobile’ is derived from the fact that it can be accessed through one’s mobile phone, laptop, PDA, amongst others devices (Buyya James and Andrzej 62). This paper will assess learners’ behaviors and the diverse ways they can use this concept, in order to maximize the mobile cloud learning technology.
Case Study
Generally, technology is used in many fields as long as it can be effective and efficient. In this context, the education sector has taken advantage of it as well. Although this kind of technology has been introduced almost all over the world, developed countries are using it more than their developing counterparts are. Mobile Cloud Learning is mostly used to enable communication between the educators and those being educated, manage the teaching and learning process, add knowledge to the interested and willing, amongst others. It is also used amongst the learners (Bacigalupo, David and Gary, 2010).
Learners and educators are looking for ways that can make learning easier but more effective. This is by introducing the most effective ways of delivering such services. The Middle East comprises countries that are developing while others are highly developed. Being a Muslim region, their way of life and their perception of issues is quite different from most of the other non-Islamic countries. However, the need for advanced technology even in the education sector has not been neglected (Eze and Nkadi 32). More and more people are being educated today, including girls/women, than they were a number of years ago.
In addition, countries in the Middle East are unique and pose a challenge economically, geographically, politically and culturally, especially with their heterogeneous nature. The region has many diverse languages, cultures, and religions, although the widely practiced religion is Islam. Consequently, a number of special options have to be considered when designing and developing such an advanced technology. For example, some countries that make up the region are not economically equal; some are very wealthy due to the oil industry, while others are poor due to their arid to semi-arid environment (Jaatung, Gansen and Chnming 102). Therefore, there is needed an implementation of a special blend of policies to make sure that the economically low countries can put up with the cost of such a technology. Technology- wise, the countries are not on the same level. Some, like Dubai and Israel are more advanced than others, which are still trying to adopt the ever-changing technology (Al-Zoube, El-Seude and Mudasser 50).
Cloud computing does not need any hardware or software. Cloud computing is technology that can be subscribed as one subscribes to a cable network or internet connection. In one perspective, this kind of technology is less demanding in terms of costs as one need not have discs, software or other facilities needed when using other types of technology. In another perspective, it can become expensive as subscribing to the service differs depending on the region (O’Neil and Ray 75). Learners who are not well off financially or in very remote areas of the nation may find it hectic or expensive to put up with.
4) To understand the userâ??s behavior in different learning styles.
Mobile cloud learning can be designed to suite a specific people or region. Without using extra facilities, the IT specialists may design the learning process to suite the people in the remote areas or those who are not well off. For example, instead of having a one-time subscription, they may introduce a learning process where one can access it through bundles. Being Islam countries, the process may be designed to suit some of the Middle Eastern languages, amongst others. This technology can also be referred to as a borderless learning method. This means that it can reach individual people in the deeply remote areas where there are no libraries, tutors and/or schools. (Xu, Wang and Li 1795).
The response of learners to this learning method has been indicated to be excellent, especially with most studies agreeing on the fact that current young people natively communicate through the language of mobile phones, social networks, and the Internet. Today’s learners have been shown to have more readily embraced learning and educational technologies compared to other traditional learning methods, as these new learning methods allow them to share their knowledge and experiences through online sites. Students have also been identified as exhibiting better learning behaviors while using these learning technologies as they are flexible, a ‘fun’ way to learn, and manageable (Sharif 133).
In a recent survey, a huge percentage of learners/students were found to use laptops, mobile phones or both. Most students interviewed revealed that such gadgets as laptops and mobile phones are must haves. Most revealed that they made sure that they had internet access. Additionally, students want learning environments that are freer and more comfortable than classrooms. They prefer informal places rather than formal ones. Mobile Cloud Learning provides such an opportunity (Kennington, Eli and Dinesh 100). Students use this program to check their timetable, get tutor’s notes/ assignments, do research or even learn a whole course using the same process.
(5) To understand the cloud contents, applications and services based on the needs of a user in education sector.
Mobile cloud learning has a number of benefits to both the users and the administrators. It saves on the hardware and software costs incurred when installing other kinds of systems (Ryan 56). It is also flexible and allows any adjustments depending on the demand and the need. Since it is accessed through subscription, the user need not know its source (Rittinghouse and James 150). The process can also be easily accessed as long as the area is networked. Although one might need to subscribe for it, it can be accessed by everybody. The fact that one might access such a program through their mobile phones or laptop makes it convenient for people in any part of the world to have access to the services provided (Woodill 78).
Conclusion
Mobile Cloud Learning positively influences the learning process as seen in both the educators and the learners. Although it may be more cumbersome for some to access the program than others, it makes it easier for more people to get knowledge through their laptops without worrying much about other hardware. In other words, Mobile Cloud Learning brings the classroom to the student unlike other traditional ways. It is of benefit not only to the learners but also the educators in their management.
Works Cited
Al-Zoube, Mohammed, El-Seoud S. Abou, and Mudasser F. Wyne. “Cloud Computing Based E-Learning System.” International Journal of Distance Education Technologies. 8.2 (2010): 58-71. Print.
Bacigalupo, David, David De Roure and Gary Willis. Victor, Categorizing of Cloud Computing Business Models. IEEE/ACM, 2010.
Buyya, Rajikumar, James Broberg and Andrzej Goscinski. Cloud Computing: Principles and Paradigms. Hoboken, New Jersey, 2011. Print.
Eze, D N, and Nkadi Onyegegbu. Information Communication Technology in the Service of Education. Enugu, Nigeria: TIMEX, 2006. Print.
Jaatung, Martin Gilje, Gansen Zhao and Chanming Rong. Cloud Computing. Berlin, Springer, 2009. Print.
Kennington, Jeffery L., Eli V. Olinick and Dinesh Rajan. Wireless Network Design: Optimization Models and Solution Procedures. New York, Springer, 2011. Print.
Laurillard, Diana. Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies. London: RoutledgeFalmer, 2002. Print.
Nobert, Pachler. Mobile Learning. Springer Verlag, 2010. Print.
O’Neil, Harold F, and Ray S. Perez. Technology Applications in Education: A Learning View. Mahwah, N.J: L. Erlbaum Publishers, 2003. Print.
Rao, N. Mallikharjuma, C. Sasidhar, V. Satyendra Kumar. Cloud Computing Through Mobile-Learning. International Journal of Advanced Computer Science and Applications, 2010. Vol 1, No. 6: 47-47.
Rittinghouse, John, James F. Ransome. Cloud Computing: Implementation, Management and Security. Boca Raton: CRC Press, 2010. Print.
Ryan, Steve. The Virtual University: The Internet and Resource-Based Learning. London: Kogan Page, 2000. Print.
Sharif, Amir M. “It’s Written in the Cloud: the Hype and Promise of Cloud Computing.” Journal of Enterprise Information Management. 23.2 (2010): 131-134. Print.
Woodill Gary. The Mobile Learning Edge: Tools and Technologies for Developing Your Teams. New York, McGraw-Hill Professional, 2011. Print.
Xu, B, N Wang, and C Li. “A Cloud Computing Infrastructure on Heterogeneous Computing Resources.” Journal of Computers. 6.8 (2011): 1789-1796. Print.
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