Illustration of Teaching Organization Model Using M-Learning

In terms of knowledge, HLĐT is first and foremost a document to support students in self-study in the usual sense. However, HLĐT has many differences compared to printed learning resources, such as:

- E-learning is a multimedia: Common information formats in E-learning are digital formats of text, slides, data tables, audio, images, video clips, interactive applications and mixtures of the above formats.

- HLĐT is not static information but dynamic, allowing content to be updated according to intended use and interaction with learning materials.

Currently there is no unified classification of HLĐT.

In our opinion, we can classify HLĐT as follows:

(1) Based on the ability to intervene in the labor contract:

Closed HLĐT: After publication, teachers and students cannot intervene to edit or add to the learning material content;

Open learning materials: During the exploitation process, teachers and students can update, add or delete the content of the learning materials;

(2) Based on the ability to interact with the HLĐT:

Static e-mails: These are e-mails that we cannot interact with during the exploitation process, although the content of the e-mails may have dynamic elements such as images, videos, etc. (in terms of technology, static e-mails are similar to static websites);

Dynamic E-learning: These are E-learning that allows interaction with the content. Users can receive different feedback when we make different requests, for example, we can perform search, sort, answer multiple choice questions... if the E-learning is dynamic (in terms of technology, dynamic E-learning must have an accompanying database). Interactive E-learning allows users to directly influence to change the scenario right in the context.

presentation process. Regarding the type of interaction, there are two levels: Interaction through selecting a presentation scenario (menu or link) to start an available next presentation scenario; Interaction through data entered directly during the presentation, the next presentation scenario depends on that presentation value (for example, a multiple choice question, answering true or false will branch into one of the next two scenarios). With this second type of interaction, we must have a program that automatically generates scenarios depending on the data.

(3) Based on storage method:

Storage on personal devices: E-mail is stored on CD-ROMs, memory cards, hard drives, etc. With this type of storage, users can easily carry it and use it anytime they want;

Server storage : HLĐT is stored on servers. In this case, most users must connect to the network in the LAN, WAN system or connect to the Internet, access to read directly or download to personal computers for use.

In addition, based on the diversity of information in e-learning, we can also divide e-learning into two groups: simple e-learning with only one type of information and multimedia e-learning with many different types of information presented simultaneously, including audio files to illustrate or explain knowledge, flash files or similar files created from graphics software used to simulate knowledge, video files stored in mpeg, avi formats or formats with similar effects, presentation files that combine the above components according to a certain structure.

In addition, from the perspective of commercial products, we can classify e-learning into commercial product groups: Computer database (data); Electronic text (E-text); Electronic book (E-book) and Software.

A basic feature of e-commerce is that to use e-commerce we must have electronic devices such as computers, mobile phones, tablets...

To be able to use e-commerce over the Internet, e-commerce must comply with a common regulation so that we can exchange e-commerce over the Internet, can use it multiple times and refresh it... In other words, e-commerce must comply with a standard including common regulations, for example:

SCORM (Sharable Content Object Reference Model) Standard: Is a set of standards and descriptions for a web-based e-learning program.

Media format standards: HTML, XML, GIF, JPEG, MPEG...

1.5. Self-study in M-learning environment

1.5.1. Some characteristics of M-learning

According to Kristiansen [48]; Losch [51] can point out some strengths of M-learning compared to other forms of learning such as:

In organizing classroom activities, it is much easier for students to use mobile devices than to use computers, especially when arranging the classroom.

SMS messages are used to send and receive information (e.g., schedule changes, tests...) between teachers and students more easily, quickly and economically than making phone calls.

Devices such as cell phones, tablets, and e-books are lighter and easier to carry than a briefcase full of documents, textbooks, or even a laptop.

You can take notes directly through some functions of mobile devices such as: handwriting recognition, recording... You can use a stylus to operate directly on the screen to move web pages and links more easily.

Convenient for task assignment and collaborative learning. Many students and teachers can work in groups via bluetooth function.

Can be used for learning anytime, anywhere because it is easy to use and carry.

Images can be recorded directly using the camera function of devices such as mobile phones and tablets.

Easily exchange documents via bluetooth, wifi, 3G.

Increase students' interest in learning, especially for students with low learning motivation. Create conditions for students to construct their own knowledge, encourage self-study and increase their responsibility for learning.

Karen, Judy [47] stated that the biggest advantage of M-learning is the combination of real interaction with flexibility in learning. It creates great opportunities for teachers to organize collaborative and learner-oriented learning activities. From there, it helps to create motivation for self-study and independent learning.

In our opinion, due to the use of compact mobile devices with wireless network connectivity, M-learning has the following basic characteristics:

(1) Not limited by space and time:

Students using mobile devices will be much more mobile than using computers or traditional learning materials, so arranging classrooms as well as organizing activities does not require classroom conditions or connecting computers to the Internet. On the other hand, mobile devices such as cell phones, tablets, e-books... are light and easy to transport, creating a very high mobility, learners can use them to study anytime, anywhere, whenever needed.

(2) Create a flexible, highly interactive learning environment:

Using SMS messages helps teachers and students exchange information such as class schedules, tests, etc. instantly. Deploying task assignments, organizing collaborative learning, as well as interacting and sharing among group members with the Bluetooth function of the mobile phone. The handwriting recognition and recording functions will help students directly take notes on important points during lectures or directly record images using the photo and video functions.

(3) Allows for individualized learning:

Students can completely choose the content, form and progress of learning that is suitable for their level of knowledge and skills without depending on the teacher or other students. Allowing for high personalization of learning has

contribute to increasing students' interest in learning, creating motivation for self-study and independent learning (especially for students with low learning motivation). Create conditions for students to construct their own knowledge, encourage self-study and increase their own responsibility for learning, thereby creating opportunities for teachers to organize cooperative and learner-oriented learning activities.

(4) Establish the roles of teachers and students in a student-centered direction:

In M-learning, the learning space or the classroom concept of the traditional method will change. This will certainly affect the relationship between teachers, students and teaching methods, specifically: teachers are supporters, instructors, knowledge organizers, professional developers, program designers... even at times teachers are co-learners with their own learners . Students will play the role of explorers, cognitive practitioners, knowledge creators, directors and managers of their own learning, in some special cases, learners will play the role of teachers to support their classmates and themselves .

The main method in M-learning is teacher guidance (direct or indirect) instead of the traditional face-to-face method, maximizing interaction and information exchange between teachers and students, and between students through the system. However, M-learning also requires new teaching methods and approaches. Learners participate in virtual classes through mobile devices. Teachers provide resources, assign tasks and monitor students' learning through the system.

Pupil

Officer

Researcher

Web

Tablet

Means of communication

Rating

Comment

Training Management

Evaluate

Internal management

Personality

Exchange

System Administration

Sharing knowledge

Make friend

BLOGS

Unit, organization

Social network

Diagram 1.4 : Illustration of teaching organization model using M-learning

However, the application of ICT in general and M-learning in particular also has limitations and consequences if we abuse them. According to Kristiansen

[48] and Losch [51] the application of M–learning has the following disadvantages:

(1) Small screens limit the amount and type of information provided to learners (mobile phones, tablets...). Lack of uniformity in screen size makes it difficult to develop content in different places;

(2) Limited memory storage capacity, especially in mobile phones and tablets;

(3) Battery issues (requires frequent charging) and for some devices data loss may occur;

(4) More easily lost or stolen than computers;

(5) It is difficult to use animations, especially on mobile phones, although 3G and 4G technology has made this possible;

(6) For some tablets, it is difficult to upgrade and limited in the ability to expand some existing functions. The market develops rapidly, so these devices quickly become obsolete;

(7) Lack of connectivity, although new technologies such as bluetooth have begun to address this; difficulty with printing, unless there is a network connection;

(8) Lack of security (poor information security) when using wireless networks via mobile devices; Low transmission speed and may be reduced when a large number of learners use these wireless connection devices;

(9) Teachers need further training to be able to use these devices effectively.

In Vietnam, although mobile phones are very popular among students, in reality, students only use mobile phones for communication and entertainment. Besides, during the M-learning trial implementation process, some difficulties have also arisen:

(1) Regarding the development of training resources: The quality of training resources is a decisive factor in the number of participants. Compiling quality training resources requires a lot of effort from teachers. Teachers' lives today still face many difficulties, exam pressure, achievement disease in education... consequences

are teachers who do not have time to invest in M-learning. Many teachers are good at their expertise and pedagogical ability, but their skills in using technology (recording, audio recording, using software...) are limited, so this team has not been able to develop;

(2) On the learner's side: Learning by the M-learning method requires learners to have a spirit of self-study, due to the influence of traditional passive learning methods, the psychology of learning with a teacher (without a teacher, you can't do anything), overloaded content at school... leading to participation in M-learning not becoming a motivation for learning. A lot of bad information on the Internet leading to families worrying when their children go online are also reasons that limit M-learning for Vietnamese high school students;

(3) Regarding system management personnel: M-learning needs specialized staff to serve the operation of the M-learning system, transfer content and pedagogical ideas of teachers into lectures and integrate them into the E-learning resources, and at the same time support teachers and students in operating the system...

Common limitations when using mobile devices, including cell phones, have been pointed out by technology and education experts and some solutions have been proposed to overcome them, specifically:

Table 1.1. Some solutions to overcome the limitations of mobile phones

Limit

Solution
Small screen, limited capabilities display information	HLĐT design suitable for small screens.
Small keyboard.	Use the “virtual keyboard”
Limited memory.	Use external memory card.
Limited battery life	Methane fuel cell production technology, Developed by Toshiba.
Lack of similar apps on computer	There is more and more software for mobile phones.
Using media (video) on a mobile phone is not the same as on a computer. computer	Using 3G, 4G technology.
High cost	With the development of technology, the cost Cell phones are becoming more and more affordable.
Mathematics is highly abstract, large computational volume	Using dynamic models, calculation functions of mobile phone

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With the above concepts and characteristics, M-learning can be considered a special case of E-learning. However, due to the use of wireless network technology and mobile devices, M-learning has many positive factors compared to E-Learning such as:

More flexible, unconstrained scope (anytime, anywhere).

Thanks to the development of technology, mobile devices are becoming more and more popular, with lower prices but having all the functions that a computer can have. Mobile phones are becoming more popular and cheaper than computers, leading to the number of people using mobile devices being much larger than the number of people using desktop computers, so the scope of M-learning applications will certainly be wider.

Because the use of mobile devices is very user-friendly, M-learning participants are very diverse, regardless of age, level, rich-poor, public-private, centralized-remote...

Table 1.2. Comparison of the use of ICT and mobile phones in teaching

Using MTĐT

Using mobile phone

Resources and learning locations

- Multimedia documents.

- Fixed locations where there is an Internet connection.

- The learner is fixed in one position.

- Multimedia documents, however, have limited capacity.

- Takes place everywhere with phone coverage.

- Learners move, not stay still.

Teacher - Student Interaction

HS-HS