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This paper explores how a group of undergraduate students in one of the university in South of Malaysian use their mobile phones to perform informal learning activities related to the content of their courses outside the classroom. The paper also addresses the usefulness of informal learning activities to support students' learning. The study adopts an exploratory case study design and uses two methods of data collection including questionnaires and interviews. Main findings suggest that students performed informal learning activities mostly from office, home, interacting mainly with classmates. It also shows that students were in control of their informal learning activities without tutor or SMEs' input. However, it was found that students used only a limited number of applications but these were considered useful to their learning. The paper contributes to a discussion of the implications of training and instructional support to help students to take more advantage of mobile phone applications to support informal learning. The conclusion is discussed about the further research in this domain.

Instructors who teach in online environments often devote extensive time and energy into designing a Web space that is inviting and useful to students. But frustration inevitably ensues when, despite the careful consideration given to the most logical pla

The lack of computer-literacy requirements and classes to support students who don't meet such requirements places an unfair burden on faculty. Professors who wish to use new technology in their courses wind up serving as tech support for students who lac

An example of a content-based self-instructional module.

A self-paced instructional module on Native Americans using Trailfire.

A self-paced instructional module on visual perception using Trailfire.

An example of a Web-based instructional unit.

An example of a web-based instructional unit.

An example of a web-based instructional unit.

An example of a web-based instructional unit.

An example of a content-based self-instructional unit for symbiosis created in Trailfire.

An example of a content-based self-paced instructional unit about the Harlem Renaissance created with Trailfire.

One of the resources developed for my students is a listing of open access journals (name, url, and RSS feed) that publish papers on the nexus between technology and education (educational technology, instructional design, e-learning, online distance educ

Read about the latest software and hardware that can aid educators in both classroom instruction and assessment for any sort of learning challenge.

Students in a South Texas classroom had taken on the role of employees at CleanWater Tech, a fictional U.S. company that produces water filtration technology, and were poring over the economic indicators of various unnamed countries, trying to decide into

Videos of teachers, students and classroom projects for tips, tricks and lesson ideas.

An overview and summary of reciprocal teaching by Palinscar.