Exploring Tools to Promote Teacher Efficacy with mLearning

  • Robert Power
  • Dean Cristol
  • Belinda Gimbert
Part of the Communications in Computer and Information Science book series (CCIS, volume 479)


Teachers’ perceptions of self-efficacy have been identified as a barrier to widespread integration of mobile learning strategies in teaching practice. This paper describes the development of the Collaborative Situated Active Mobile (CSAM) learning design framework and the mobile Teacher’s Sense of Efficacy Scale (mTSES) survey. The CSAM framework aims to help with making instructional design decisions for using mobile reusable learning objects. The mTSES survey is designed to measure teacher’s perceptions of self-efficacy with mobile learning. This paper describes how the CSAM framework and the mTSES survey were used to develop a professional development course to help teachers to become more confident with their ability to integrate mobile reusable learning objects into their teaching practice.


CSAM framework efficacy mobile learning mLearning mobile RLOs mTSES professional development reusable learning objects selfefficacy teacher training 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Ally, M. (ed.): Mobile Learning: Transforming the Delivery of Education and Training. AU Press, Edmonton (2009)Google Scholar
  2. 2.
    Ally, M., Farias, G., Gitsaki, C., Jones, V., MacLeod, C., Power, R., Stein, A.: Tablet deployment in higher education: Lessons learned and best practices. Panel Discussion at the 12th World Conference on Mobile and Contextual Learning (mLearn 2013), Doha, Qatar, October 22-24 (2013)Google Scholar
  3. 3.
    Ally, M., Prieto-Blázquez, J.: What is the future of mobile learning in education? RUSC 11(1), 142–151 (2014), http://doi.dx.org/10.7238/rusc.v11i1.2033 Google Scholar
  4. 4.
    Ally, M., Tsinakos, A.: Increasing Access Through Mobile Learning. AU Press, Edmonton (2014), http://www.col.org/resources/publications/Pages/detail.aspx?PID=466 Google Scholar
  5. 5.
    Proceedings 10th World Conference on Mobile and Contextual Learning (mLearn 2009), October 18-21. Beijing Normal University, Beijing (2011)Google Scholar
  6. 6.
    Benton-Borghi, B.: Teaching every student in the 21st century: Teacher efficacy and technology (Doctoral dissertation, Ohio State University) (2006)Google Scholar
  7. 7.
    Berge, Z., Muilenburge, L.: Handbook of Mobile Learning. Routledge, New York (2013)Google Scholar
  8. 8.
    Boyinbode, O.: Towards an interactive mobile lecturing model: A higher-level engagement for enhancing learning (Doctoral dissertation, University of Cape Town) (2013), http://hdl.handle.net/11180/6383
  9. 9.
  10. 10.
    IGI Global: International Journal of Mobile and Blended Learning (2014), http://www.igi-global.com/journal/international-journal-mobile-blended-learning/1115
  11. 11.
    Kenny, R.F., Park, C.L., Van Neste-Kenny, J.M.C., Burton, P.A.: Mobile self-efficacy in Canadian nursing education programs. In: Montebello, M., Camilleri, V., Dingli, A. (eds.) Proceedings of mLearn 2010, the 9th World Conference on Mobile Learning, Valletta, Malta (2010)Google Scholar
  12. 12.
    McConatha, D., Penny, C., Schugar, J., Bolton, D.: Mobile pedagogy and perspectives on teaching and learning. IGI Global, Hershey (2014)Google Scholar
  13. 13.
    Palfreyman, D. (ed.): Proceedings of the Mobile Learning: Gulf Perspectives Research Symposium. Abu Dhabi, UAE (April 25, 2013)Google Scholar
  14. 14.
    Polsani, P.: Use and Abuse of Reusable Learning Objects. Journal of Digital Information 3(4) (2013), http://journals.tdl.org/jodi/article/viewArticle/89/88
  15. 15.
    Power, R.: Collaborative situated active mobile (CSAM) learning strategies: A new perspective on effective mobile learning. Learning and Teaching in Higher Education: Gulf Perspectives 10(2) (2013), http://lthe.zu.ac.ae/index.php/lthehome/article/view/137
  16. 16.
    Power, R.: Collaborative Situated Active Mobile (CSAM) learning strategies: A new perspective on effective mobile learning. Presentation at the Mobile Learning: Gulf Perspectives Research Symposium. United Arab Emirates, Abu Dhabi (April 25, 2013)Google Scholar
  17. 17.
    Power, R. (ed.): QScience Proceedings: 12th World Conference on Mobile and Contextual Learning (mLearn 2013), vol. 2013 (2013), http://www.qscience.com/toc/qproc/2013/3
  18. 18.
    Power, R.: A framework for promoting teacher self-efficacy with mobile reusable learning objects (dissertation proposal candidacy exam presentation) (2014), http://www.slideshare.net/RobertPower1/a-framework-for-promoting-teacher-selfefficacy-with-mobile-reusable-learning-objects
  19. 19.
    Specht, M., Sharples, M., Multisilta, J. (eds.): Proceedings of the 11th Annual World Conference on Mobile and Contextual Learning (mLearn 2012), held in Helsinki, Finland, October 16-18 (2012), http://ceur-ws.org/Vol-955/
  20. 20.
    Tschannen-Moran, M., Woolfolk Hoy, A.: Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education 17(7), 783–805 (2001)CrossRefGoogle Scholar
  21. 21.
    Tschannen-Moran, M., Woolfolk Hoy, A.: Teacher’s sense of efficacy scale (2001), http://people.ehe.osu.edu/ahoy/files/2009/02/tses.pdf
  22. 22.
    University of Wolverhampton: Reusable learning objects (RLO) and open educational resources (OER), http://www.wlv.ac.uk/default.aspx?page=26086

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Robert Power
    • 1
  • Dean Cristol
    • 2
  • Belinda Gimbert
    • 2
  1. 1.College of the North Atlantic-QatarDohaQatar
  2. 2.Ohio State UniversityColumbusUSA

Personalised recommendations