Contemporary learning on mobile devices, social media, and beyond

Closes:

With mobile devices’ development, more and more students adopt mobile learning (Dukic et al., 2015). Together with social media, Mobile learning provides a new way to access digital learning content online, anytime, anywhere (Lei et al., 2021; Leung et al., 2022) and can support various innovations for online learning and collaborative activities (Lo et al., 2016). Further, current ubiquitous Internet access facilitates widespread use of social media, especially for the younger generations (Lam et al., 2019). Besides communicating with peers and teachers for collaborative learning purposes (Dong et al., 2021), social media provides a wide range of information and content to aid learning in many different ways (Chung et al., 2020; Lei et al., 2021). Plus, various evidence has demonstrated successful student learning engagement on mobile devices and social media. 

Although e-learning or m-learning has been adopted in many countries for many years, their popularity is limited. Some teachers with limited information competency skills may not adopt mobile learning technologies in their courses or use social media as learning aids. Many schools and households still lack the necessary information technology infrastructures and facilities. Most teachers prefer traditional teaching environments and pedagogies because online learning or mobile learning technologies may increase their teaching load. Neither are they willing to work further on social media to augment classroom teaching or recommend supplementary learning materials.  

Yet, the importance of e-learning, m-learning, and social media is evident in infection prevention during the current global COVID-19 pandemic outbreak (Sung & Chiu, 2021), especially in response to lockdown requirements (Yu et al., 2022). These technologies are becoming more prevalent for teaching and learning support to enhance infection prevention and support various new social behavior. Governments, schools, universities, librarians, teachers, parents, tutors, and multiple stakeholders are increasingly adopting such technologies and develop different functions and digital content to satisfy diversified students’ learning needs (Huang et  al., 2021; 2022).  

This special issue aims to investigate how such contemporary information technologies can engage students to continuously learn online anytime, anywhere and track students’ learning activities for continuous learning improvement. With overwhelming responses from authors and readers, we continue our efforts from our Part 1 article collection. In particular, students, particularly those aged under 15, may need more parental or teacher instructions for learning online at home. On the other hand, more mature students may apply various techniques to search for and access learning and research materials and communicate on social media for collaborative learning. Possible related issues include student learning needs, teaching case studies, learning performance, computer-assisted self-learning, and online learning management. Some relevant topics are provided as examples, such as but not limited to the following.  

  • Changing and emerging learning needs on new media and during pandemics 

  • Innovative mobile learning systems  

  • Intelligent mentoring system 

  • Mobile games for education  

  • Mobile-based simulation systems for education  

  • Collaborative learning tools  

  • Learning through mobile devices  

  • Wearable components for learning  

  • Virtual and augmented reality for learning 

  • Mobile assessment tools  

  • Mobile supported tools for learning analytics  

  • Educational data mining and learning analytics  

  • Mobile supported tools and social media for peer tutoring, mentoring, and learning aids  

  • Learning via mobile-lab work  

  • Social networks and for learning and knowledge sharing  

  • Mobile cloud for education  

  • Massive open online courses (MOOC) 

  • Deep learning and analytics for contemporary education 

  • Vocational training and professional development on mobile and social networks 

  • Curriculum review and update to cope with contemporary technologies 

  • Application of other relevant emerging technologies in education, such as but limited to Internet of Things (IoT), natural language processing, social robots, etc. 

 

References 

  • Cheng, W. W. H., Lam, E. T. H., & Chiu, D. K. W. (2020). Social media as a platform in academic library marketing: A comparative study. The Journal of Academic Librarianship, 46(5), 102188 

  • Chung, C-h., Chiu, D.K.W., Ho, K.K.W., Au, C.H. (2020) Applying social media to environmental education: Is it more impactful than traditional media? Information Discovery and Delivery, 48(4), 255-266. 

  • Dong, G., Chiu, D.K.W., Huang, P.-S., Lung, M. M-w., Ho, K.K.W., Geng, Y. (2020) Relationships between Research Supervisors and Students from Coursework-based Master’s Degrees: Information Usage under Social Media, Information Discovery and Delivery, ahead of print. 

  • Dukic, Z., D.K.W. Chiu, Patrick Lo (2015). How useful are smartphones for learning? Perceptions and practices of Library and Information Science students from Hong Kong and Japan, Library Hi Tech, 33(4), 545-561. 

  • Huang, P.-S., Paulino, Y.C., So, S., Chiu, D.K.W. and Ho, KKW (2022), “Guest editorial: COVID-19 Pandemic and Health Informatics Part 2”, Library Hi Tech, Vol. 40 No. 2, pp. 281-285.  

  • Huang, P.S., Paulino, Y.C., So, S., Chiu, D.K.W. and Ho, KKW (2021), “Editorial”, Library Hi Tech, Vol. 39 No. 3, pp. 693-695.  

  • Lei, S.Y., Chiu, D.K.W., Lung, M. M.-w., Chan, C.T. (2021) Exploring the Aids of Social Media for Musical Instrument Education, International Journal of Music Education, 39(2), 187-201. 

  • Leung, T.N., Hui, Y.M., Luk, C.K.L., Chiu, D.K.W., Kevin, K.K.W. (2022) An Empirical Study on the Aid of Facebook for Japanese Learning, Library Hi Tech, ahead-of-print. 

  • Lo P., Chan, H.H.Y., Tang, A.W.M., Chiu, D.K.W., Cho A., Ho, K.K.W., See-To, E., He, J., Kenderdine, S., Shaw, J. (2019). Visualising and Revitalising Traditional Chinese Martial Arts – Visitors’ Engagement and Learning Experience at the 300 Years of Hakka KungFu. Library Hi-Tech, 37(2):273-292. 

  • Lo, P., Cho, A., Leung, M. H., Chiu, D. K., Ko, E. H. T., & Ho, K. W. K. (2016). Use of smartphones by art and design students for accessing library services and learning. Library Hi Tech, 34(2), 224-238. 

  • Sung, Y.Y. C., Chiu, D.K.W. (2021) E-book or print book: Parents’ Current View in Hong Kong, Library Hi Tech, ahead of print.  

  • Yu, P.Y., Lam, E.T.H., Chiu, D.K.W. (2022) Operation management of academic libraries in Hong Kong under COVID-19. Library Hi Tech, ahead-of-print 

 

Important Dates 

Submission deadline: December 31, 2022 

1st round review notification: March 31, 2023 

2nd round review notification: June 30, 2023 

Final decision made by EIC: Sept 31, 2023 

Publication: Q4, 2023 <tentative> 

 

Guest Editors 

Dr. Chia-Chen Chen 

National Chung Hsing University, Taiwan 

Email: [email protected] 

 

Dr. Patrick C. K. Hung 

Ontario Tech University, Canada 

Email: [email protected] 

 

Dr. Erol Egrioglu 

Lancaster University, U.K. 

Email: [email protected] 

 

For inquiries, please get in touch with [email protected]  

 

Short Biography of Guest Editors 

Chia-Chen Chen, Ph.D. (Corresponding Guest Editor) 

Department of Management Information Systems 

National Chung Hsing University, Taichung City, Taiwan 

E-mail: [email protected] 

Dr. Chen is a Professor of Management Information Systems at National Chung Hsing University, Taiwan. She received her Ph.D. in Information Management from National Chiao-Tung University in Taiwan. Her current research interests focus on information management, data mining, deep learning, education, human behavior, and social interactions. She has co-edited several special issues in International Journals (e.g., The Electronic Library, Supercomputing, Enterprise Information System, Sustainability, and International Journal of Grid and Utility Computing). Dr. Chen’s research is published or is forthcoming in Computers and Human Behavior, Library High Tech, Information Sciences, Future Generation Computer Systems, Computers & Education, Interactive Learning Environments, Telematics and Informatics, Electronic Commerce Research and Applications, Information Fusion, Expert Systems with Applications, Neural Computing and Applications, Multimedia Tools and Applications, and a number of national and international conference proceedings. 

 

Patrick C. K. Hung, Ph.D. 

Department of Business and Information Technology 

Ontario Tech University, Canada 

E-mail: [email protected]  

Dr. Patrick C. K. Hung is a Professor, Graduate Program Director of Computer Science Programs and Director of International Programs at the Faculty of Business and Information Technology at Ontario Tech University, Canada. He is an Honorary International Chair Professor at National Taipei University of Technology, Taiwan, and an Honorable Guest Professor at Shizuoka University, Hamamatsu, Japan. He is currently working with the College of Technological Innovation at Zayed University on a smart toy and children privacy research project in the United Arab Emirates. He is also a Visiting Researcher at the University of São Paulo, Brazil, and National Technological University (UTN)-Santa Fe, Argentina. Patrick worked with Boeing Research and Technology at Seattle on aviation services-related research with two U.S. patents on the mobile network dynamic workflow system. Before that, he was a Research Scientist with the Commonwealth Scientific and Industrial Research Organization in Australia. He also worked in the software industry in Toronto. He is a founding member of the IEEE Technical Committee on Services Computing and IEEE Transactions on Services Computing. He is an editorial board member for the IEEE Transactions on Engineering Management, an associate editor for Library Hi Tech, and a coordinating editor of the Information Systems Frontiers. He has a Ph.D. and Master in Computer Science from Hong Kong University of Science and Technology, a Master in Management Sciences from the University of Waterloo, Canada, and a Bachelor in Computer Science from the University of New South Wales, Australia. He also chairs the Social Robots - Robotics and Toy Computing Mini-track and Computing in Companion Robots and Smart Toys Symposium in the Hawaii International Conference on System Sciences (HICSS). 

 

Erol Egrioglu, Ph.D  

Management School 

Lancaster University, U.K. 

E-mail: [email protected] 

Dr. Erol Egrioglu is a professor at Giresun University, Turkey. Now, he is a visiting professor at Management School in Lancaster University, U.K. He received a B.Sc. degree in statistics from the University of Ondokuz Mayis, Turkey, in 1998. He received the M.Sc. degree (M.Sc. thesis title: Bayesian analysis of ARMA model and an application) in statistics at the Faculty of Science and Arts of the University of Ondokuz Mayis, Turkey, in 2002 and the Ph.D. degree (Ph.D. thesis title: Two New Bayesian method for Autoregressive Fractionally Integrated Moving Average Model) in statistics at the Faculty of Science, of the University of Hacettepe, Turkey, in 2006. He was at Lancaster University as a visiting researcher at, Marketing and Forecasting Research Center for seven months in 2020. His research interests include time series analysis, Bayesian approaches, fuzzy inference systems, artificial neural networks, artificial intelligence optimization algorithms, deep learning, and data mining.