Information Use and Barriers on a Mobile App in Distance Learning

Autor/in	Du, Yunfei
Titel	Information Use and Barriers on a Mobile App in Distance Learning
Quelle	In: Journal of Library & Information Services In Distance Learning, 9 (2015) 3, S.204-220 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-290X
DOI	10.1080/1533290X.2015.1052608
Schlagwörter	Barriers; Access to Information; User Needs (Information); Distance Education; Handheld Devices; Online Courses; Use Studies; Graduate Students; Information Services; Courseware; Intention; Performance Factors; Usability; Reliability; Student Attitudes; Technology Uses in Education; User Satisfaction (Information); Surveys + Suchen Sie Ihr Suchwort? Benutzerbedürfnis; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Benutzerschulung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Informationstätigkeit; Lernsoftware; Leistungsindikator; Reliabilität; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Benutzerfreundlichkeit; Survey; Umfrage; Befragung
Abstract	Mobile technologies such as iPhone apps make it possible for learners to freely access course content management systems, library Web sites, as well as reference services from anywhere, anytime. This paper reviewed the current status of mobile learning and suggested possible factors influencing the use of mobile apps in online learning. The author also surveyed graduate students on the use and non-use of the Blackboard Mobile app. The survey yielded promising results for understanding mobile learning and provided suggestions on mobile app design as well as how libraries can expand their services to support a new generation of mobile learners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01