Medical English M-Learning: Positioning a New Paradigm in E-Education
Dublin Core
Title
Medical English M-Learning: Positioning a New Paradigm in E-Education
Subject
M-learning
Students of medicine
Graduates of medicine
Medical English
E-Learning
Description
ABSTRACT- This study uses Depth Interview as a research instrument to study users' perceptions and acceptance of the potential use of mobile phones in a prospective design for learning Medical English, a mandatory course in medicine.
Almost all the respondents (93%) across graduates and students were unanimous about the need to learn English through M-Learning. When respondents were asked to suggest ideas on how medical English can be taught through mobiles (unaided question), 49% suggested SMS and 27% suggested SMS & Live Calls.
The survey indicates that there is a unanimous demand to learn English amongst students and graduates of medicine in a new e-education setting called M-learning. Constraints imposed by oneâ??s occupation and available resources expose the limitations of traditional learning and opens up a huge opportunity for M-English learning. Irrespective of differences, potential learners accepted the credibility of M-learning and displayed willingness to be an active user of an M-learning module. Diversity of responses on potential frequency of usage for SMSs, preferences regarding listening to IVR, speaking to Live Callers, traditional classroom learning, M-learning and testing options will establish at a primary level that the means of â??engagementâ??, â??presenceâ?? and â??flexibilityâ?? can be significantly different â??betweenâ?? and â??withinâ?? different educational groups.
Almost all the respondents (93%) across graduates and students were unanimous about the need to learn English through M-Learning. When respondents were asked to suggest ideas on how medical English can be taught through mobiles (unaided question), 49% suggested SMS and 27% suggested SMS & Live Calls.
The survey indicates that there is a unanimous demand to learn English amongst students and graduates of medicine in a new e-education setting called M-learning. Constraints imposed by oneâ??s occupation and available resources expose the limitations of traditional learning and opens up a huge opportunity for M-English learning. Irrespective of differences, potential learners accepted the credibility of M-learning and displayed willingness to be an active user of an M-learning module. Diversity of responses on potential frequency of usage for SMSs, preferences regarding listening to IVR, speaking to Live Callers, traditional classroom learning, M-learning and testing options will establish at a primary level that the means of â??engagementâ??, â??presenceâ?? and â??flexibilityâ?? can be significantly different â??betweenâ?? and â??withinâ?? different educational groups.
Creator
Arani, Jafar Asgari
Source
International Journal of Interactive Mobile Technologies (iJIM); Vol. 6 No. 1 (2012); pp. 33-36
1865-7923
Publisher
International Association of Online Engineering (IAOE), Vienna, Austria
Date
2012-01-17
Rights
Copyright (c) 2017 Jafar Asgari Arani
Relation
Format
application/pdf
Language
eng
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Non-refereed Article
Identifier
Citation
Jafar Arani Asgari, Medical English M-Learning: Positioning a New Paradigm in E-Education, International Association of Online Engineering (IAOE), Vienna, Austria, 2012, accessed November 6, 2024, https://igi.indrastra.com/items/show/1004