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Mobile Learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assist students and teachers as they navigate the options available in the expanding distance learning world. This article assesses some of the possible methods, challenges and future potential of using this approach in a college classroom and describes an empirical evaluation of the effectiveness of M-learning in a college classroom. One hundred twelve students in an introductory survey course in sociology were given the opportunity to use an M-Learning product developed by HotLava Software for the purpose of assisting them in preparation for two scheduled exams. Both practice and review questions were made available on Smart Phones, Web enabled phones, PDAs and other Internet capable mobile devices via Learning Mobile Author. Forty-two of the 112 students in the class chose to access these data via their personal devices and their responses were collected and recorded. The results of their performance, as indicated by a final grade in the course, were compared to the outcomes for those students who chose not to use the M-Learning tool. Students using the software demonstrated a higher level of knowledge of the subject matter covered in the course when compared to students choosing not to use the tools (p less than 0.01). Conclusions and a discussion of these outcomes are offered as well as some inferences and speculation regarding the future of M-Learning in the classroom and beyond.

Mobile Learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assist students and teachers as they navigate the options available in the expanding distance learning world. This article assesses some of the possible methods, challenges and future potential of using this approach in a college classroom and describes an empirical evaluation of the effectiveness of M-learning in a college classroom. One hundred twelve students in an introductory survey course in sociology were given the opportunity to use an M-Learning product developed by HotLava Software for the purpose of assisting them in preparation for two scheduled exams. Both practice and review questions were made available on Smart Phones, Web enabled phones, PDAs and other Internet capable mobile devices via Learning Mobile Author. Forty-two of the 112 students in the class chose to access these data via their personal devices and their responses were collected and recorded. The results of their performance, as indicated by a final grade in the course, were compared to the outcomes for those students who chose not to use the M-Learning tool. Students using the software demonstrated a higher level of knowledge of the subject matter covered in the course when compared to students choosing not to use the tools (p less than 0.01). Conclusions and a discussion of these outcomes are offered as well as some inferences and speculation regarding the future of M-Learning in the classroom and beyond. (Contains 2 endnotes and 2 tables.) [An earlier version of this paper was presented to the Society for Applied Learning Technology's Washington Interactive Technologies Conference (Arlington, Virginia, August 22-24, 2007).]

As people live longer and the number of older adults increases worldwide, it becomes important to understand the factors that influence how we understand and perceive our own aging as well as how we construct our attitudes toward older adults. Although studies have indicated that later adulthood can be a healthy, productive, and satisfying time of life, ageism or prejudice and discrimination against older adults and a fear of the aging process, continues to be a widespread phenomena. The purpose of this study was to compare attitudes and anxieties toward aging of young and middle-aged men and women from the United States and Turkey. The results indicate that significant country and gender differences exist in how people feel about getting older and the age at which they consider themselves to be "old." Contact with elders as well as education regarding the process of aging appear to have a significant impact on attitudes toward aging.

Examined and documented effects of interactive computer-based education and training on rehabilitation of long-term care residents (n=14). This approach was found to provide mental stimulation and challenge, as well as improving practical skills which directly impact upon competencies and feelings of autonomy of participants. (Author/NB)

Interactive computer-based education for long-term care (LTC) residents assisted their rehabilitation by enhancing their cognitive functioning, autonomy and their ability to carry out activities of daily living. The project staff decided to reconsider the implications before popularizing the activity. The LTC residents, their family members and nursing home personnel were happy with the new technology.

The article focuses on a study on the effects of modernization on ageism in China. It presents policies employed by the Chinese government to provide for the elderly such as social endowment assurance programs and looking-after services Even though it does not have a history of ageism, as providing for the elderly is a traditional virtue of its people. The author notes that the prevalence of modernism could increase ageist attitudes and negative stereotyping.

Examines the effects of interactive computer-based education and training on the rehabilitation of long-term care residents. Assessment of personal reactions by a family member and administrator; Effectiveness of computer-based activity in rehabilitating patients.

Literature relating to the well‐being of older adults was reviewed to identify indicators relevant to the construct of self‐responsibility for wellness. The wellness model proposed by Travis (1981) has produced a variety of concepts which can be useful in improving the quality of life for older adults. The purpose of this study was to develop an instrument which would assess an individual's self‐responsibility for wellness. A 47‐item instrument developed for this purpose was evaluated by experts in gerontology and psychology. After revision and reevaluation it was field‐tested on a sample of 180 older adults (60 years of age and over). In order to take preliminary steps in establishing the validity and reliability of this instrument, the data were evaluated and an item analysis conducted to identify poor items. Cronbach's coefficient alpha was also computed (α = .90). A test‐retest correlation coefficient was computed, and an analysis of variance was performed to test for the relationship between self‐responsibility for wellness and demographic variables obtained during the field test. The field testing of the instrument served as an educational needs assessment study. Evidence has been provided that there is a significant need for education programs which can provide training in the wellness skills as assessed by the instrument. [ABSTRACT FROM PUBLISHER]

No abstract available for this article. [ABSTRACT FROM PUBLISHER]

Aging is an area of study that has undergone considerable change in the recent past. At present, methodological flaws and researcher biases are giving way to a view of aging as a highly individualized and variable process, rich in experience and potential. From this new perspective this paper reviews older age coping and defines it as a healthy and positive process characteristic of development at later ages. Coping is regarded as a critical strategy, allowing the older population to appraise their situation, access needed skills, and face critical, radically distinct life tasks. In support of this position the traits of defensiveness and rigidity, often regarded as characteristic of the aged, are discussed and found to be inappropriate. [ABSTRACT FROM PUBLISHER]