This study aims to explore the practices of university students in China regarding mobile learning using a questionnaire. A self-administered questionnaire with reference to the Framework for the Rational Analysis of Mobile Education (FRAME) model was used for this study. A total of 490 valid responses were received from students studying at the Guangzhou Education Mega Center. Students studying in four disciplines were found to show more significant differences than operating systems in their perceptions of the six main mobile activities. Similarly, four out of the 19 sub-mobile activities were found to be significant for the learning practices of students studying in four discipline areas than for operating systems. When we took a closer look at the results, the findings suggested that university students were able to learn independently rather than passively as had been expected. Finally, unlike Western countries, pedagogies have not aligned themselves with this new learning practice.
|Journal||International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education|
|Early online date||Mar 2020|
|Publication status||Published - Apr 2020|
NG, E., & WONG, H. (2020). Comparing university students’ mobile learning practices in China. International Journal on E-Learning: Corporate, Government, Healthcare, and Higher Education, 19(2), 181-203.