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                <text>Abstract - The use of mobile devices for delivering learning tools is an attractive concept. Termed mobile learning (m-learning), this new technology allows people to participate in learning activities without being tied to a fixed location and provides users with convenient and flexible access to learning resources anytime and anywhere. While many m-learning applications have been developed to date, most provide tools to help studentsâ?? with specific learning tasks rather than a general interface to online courses. Few sup-port online learning communities or allow users to download multimedia learning content. These features would engage mobile users and enable them to interact with one another, thus allowing them to participate in group learning activities despite their changing location. In this article, we describe an m-learning system which we have developed which aims to incorporate these facilities. This system provides access to multimedia learning resources and supports mobile users in an interactive synchronous learning environment with their desktop peers. Details of the evaluation techniques which we utilised to appraise the system are provided and the results are presented. Feedback suggests that the features offered by our system are beneficial for collaborative m-learning.</text>
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                <text>Copyright (c) 2017 Gavin McArdle, Teresa Monahan, Michela Bertolotto</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 No. 4 (2009); pp. 24-32</text>
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                <text>1865-7923</text>
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                <text>Virtual Reality</text>
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                <text>Usability Testing of a Collaborative and  Interactive University on a Mobile Device</text>
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                <text>Kumar, Dhananjay</text>
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                <text>Vani, Bala Jeevitha</text>
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                <text>Most of the multimedia and Internet services today are asymmetric in nature, and require high data rate support. Allocating equal band width in both uplink and downlink is not prudent solution, as most of the time user requirement is more either in uplink or downlink. The Multi Carrier Code Division Multiple Access (MC-CDMA) system with time division duplex mode can easily met this requirement by dynamically declaring traffic direction in TDD slot, and adaptively allocating the sub channels. In this paper, we propose a adaptive slot and sub carrier allocation algorithm, that can be independently implemented in each cell of mobile communication network. Our analytical model is generalization of two cell concept to represent a multi cell model. Based on two cell concept four cases of interference pattern has been considered and simulated separately in presence of Additive White Gaussian Noise (AWGN) and Rayleigh Channel. The simulated result suggests the requirement of approximately 9dB of Signal to Noise Ratio (SNR) to maintain Bit Error Rate below 10-3. We also analyze the average delay incurred by the proposed algorithm in allocating resources.</text>
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                <text>https://online-journals.org/index.php/i-jim/article/view/890</text>
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                <text>eng</text>
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                <text>International Association of Online Engineering (IAOE), Vienna, Austria</text>
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                <text>https://online-journals.org/index.php/i-jim/article/view/890/1110</text>
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                <text>Copyright (c) 2017 Dhananjay Kumar, Chenniappan Chellappan, Bala Jeevitha Vani</text>
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              <elementText elementTextId="17948">
                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 (2009): Special Issue: Technical Basics; pp. 51-57</text>
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                <text>1865-7923</text>
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                <text>BER</text>
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                <text>Dynamic Resource Management in MC-CDMA Based Cellular Wireless Networks</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 No. 2 (2009); pp. 4-5</text>
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                <text>Mobile Learning â?? A Snapshot of 2008</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 No. 2 (2009); p. 67</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 No. 2 (2009); p. 66</text>
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                <text>1865-7923</text>
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                <text>8th World Conference on Mobile and Contextual Learning</text>
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                <text>the main aim of campus network is to efficiently separate, share and access knowledge among its users. The big demand of such systems of distributed knowledge networks is to be able to handle advanced applications which are the end-user requirements. The main goal of this study is to assess the ability of WLAN campus to dealing with applications request of end users in education establishments and network achievement under different conditions of operation. The study has been conducted in two stages: the first stage was accomplished by conducting a survey, using the Student Village network at Anglia Ruskin University as a case study; the main aim was to determine end-use requirements, gather information about the nature applications running by users and get a view about the likely future applications. The second stage was achieved by conducting experiments to evaluate the WLAN campus network performance under various different scenarios: impact of handover from Access Point (AP) to another AP on end-user link performance, network performance in different usage time and network performance in different weather conditions.</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 No. 4 (2009); pp. 41-46</text>
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                <text>1865-7923</text>
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                <text>VoIP</text>
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                <text>ABSTRACT- Unlike the traditional classroom based learning where the learning happened on the specific time and place. In mobile learning the learning is not depended to any designated time and place. Learning through mobile device requires extensive design and pedagogical considerations. The traditional teaching pedagogy theories are not suitable for mobile learning since the main assumptions on teaching are in the classroom. There have already been some initiatives for defining distinct pedagogical theories for mobile learning. The main focuses of the mobile learning pedagogical consideration must be directed to content of the learning materials and the context where the learning occurs.</text>
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              <elementText elementTextId="17837">
                <text>Copyright (c) 2017 Ali Mostakhdemin-Hosseini</text>
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              <elementText elementTextId="17838">
                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 No. 4 (2009); pp. 33-34</text>
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                <text>1865-7923</text>
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                <text>Pedagogy</text>
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                <text>mobile learning</text>
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                <text>Analysis of Pedagogical Considerations of M-Learning in Smart Devices</text>
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                <text>Mostakhdemin-Hosseini, Ali</text>
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                <text>2009-07-23</text>
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                <text>Abstract- Mobile usability is not one-dimensional property of user interface, it has many components and attributes [1]  The most attributes associated with the mobile usability are as following: Satisfaction, Efficiency, Learnability, Lack of Errors, and Memorability
The assessment and importance of the usability attributes varies based on the application and the type of the users. For the expert usersâ?? lack of errors, reliability and efficiency are important and for the novice users beside mentioned factors the adjustability, learnability and memorability are essentials factors.  This paper reveals different usability considerations for mobile learning system with approparte guidelines.</text>
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                <text>https://online-journals.org/index.php/i-jim/article/view/854</text>
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                <text>10.3991/ijim.v3i0.854</text>
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                <text>eng</text>
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                <text>International Association of Online Engineering (IAOE), Vienna, Austria</text>
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                <text>https://online-journals.org/index.php/i-jim/article/view/854/974</text>
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            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
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              <elementText elementTextId="17820">
                <text>Copyright (c) 2017 Ali Mostakhdemin-Hosseini</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 (2009): Special Issue IMCL2009; pp. 29-31</text>
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              <elementText elementTextId="17822">
                <text>1865-7923</text>
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              <elementText elementTextId="17823">
                <text>Usability</text>
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              <elementText elementTextId="17824">
                <text>Mobile Learning Content and Mobile Devices</text>
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                <text>Usability Considerations of Mobile Learning Applications</text>
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                <text>info:eu-repo/semantics/publishedVersion</text>
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                  <text>International Journal of Interactive Mobile Technologies (iJIM)</text>
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            <name>Creator</name>
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              <elementText elementTextId="17790">
                <text>Rosselle, Marilyne</text>
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              <elementText elementTextId="17791">
                <text>Leclet, Dominique</text>
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              <elementText elementTextId="17792">
                <text>Talon, Bénédicte</text>
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                <text>2009-07-23</text>
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                <text>M-learning (i.e. mobile learning) is a field of e-learning that provides learners learning environments using mobile technology. In this context, learning can take place anywhere and anytime, in open and distance learning. Depending on the type of technology it may be done through software called nomadic (i.e. prepared to mobility). Among these technologies, there are those composed of digital interfaces and with autonomy of treatment: Smartphone, PDA, calculator and even mp3 key. In this article we propose to take into account storage devices as mobile technologies. Our focus was on the USB key. We present a procedure to test whether a learning environment embarked on a USB key can be described as nomadic or not. This procedure has been tested on a sample of three ILE (Interactive Learning Environment. This approach has allowed us to define criteria of nomadism, criteria which were then included in the design of a synchronous Weblog on USB key.</text>
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                <text>application/pdf</text>
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                <text>https://online-journals.org/index.php/i-jim/article/view/843</text>
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                <text>eng</text>
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                <text>International Association of Online Engineering (IAOE), Vienna, Austria</text>
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                <text>https://online-journals.org/index.php/i-jim/article/view/843/976</text>
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          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="17801">
                <text>Copyright (c) 2017 Marilyne Rosselle, Dominique Leclet, Bénédicte Talon</text>
              </elementText>
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              <elementText elementTextId="17802">
                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 3 (2009): Special Issue IMCL2009; pp. 32-36</text>
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              <elementText elementTextId="17803">
                <text>1865-7923</text>
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          <element elementId="49">
            <name>Subject</name>
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              <elementText elementTextId="17804">
                <text>m-learning</text>
              </elementText>
              <elementText elementTextId="17805">
                <text>mobile blog</text>
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                <text>nomadism</text>
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                <text>USB key</text>
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                <text>Using USB Keys to Promote Mobile Learning</text>
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