MOBILE LEARNING IN HIGHER INSTITUTIONS OF EDUCATION: EVALUATION OF STUDENTS PERCEPTION, READINESS AND ATTITUDE. (original) (raw)

Learning with mobile devices - insights from a university setting in Ghana

Education and Information Technologies

Mobile learning is the newest and emerging technology embraced by universities and this seems to be fast establishing itself as the preferred mode of learning in many countries. However, ways in which mobile devices are used to meet learning goals seem under-researched and may require more effort from researchers, especially in the context of Africa. This empirical study sought to investigate the state of mobile usage among higher education students, their experiences, and available facilitating conditions that influence mobile learning in a Ghanaian university setting. A total of 222 students (distance and vacation students) were engaged to respond to the questionnaires employed for the study. Findings revealed that mobile learning exists in a somewhat structured form as the environment showed most of the salient characteristics of mobile learning but largely remained unharnessed. To a large extent, facilitating conditions for mobile learning were available; students showed positive experiences with their mobile devices and their use in accessing learning, but largely such learning did not occur via the deployed learner management system of the institution. Implications for policy formulation for the Institution and other similar ones that are striving to incorporate mobile technology to increase access and improve the quality of instruction delivery are discussed.

Exploring Nigerian University Students’ Perception towards Mobile Learning

2017

The specific objective of this study was to better understand Nigerian university students’ perceptions and readiness towards mobile learning. Recently, the influence of mobile technology is seen to have infiltrated everyday life and the learning institutions. It is thus crucial for learning institutions to assess and understand the factors advancing the mobile learning adoption. This study offers some important insights into mobile learning adoption especially in developing countries like Nigeria. Data for this study were collected using a survey. Undergraduate students at two Nigerian universities (N = 135) were non-randomly allocated to respond to a survey. Overall, the results reveal the existence of the widespread use and ownership of a mobile phone by the Nigerian students. Also deduced, is that a good number of the courses require the use of internet for completion of course assignments. Therefore, we recommend that course resources should be designed for delivery through a m...

Mobile learning in higher education: A comparative analysis of developed and developing country contexts

The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.

Assessing the Effectiveness of Mobile Learning Devices in Tertiary Institutions: The Experience of Undergraduates in a Nigerian Private University

International Journal of Interactive Mobile Technologies (iJIM)

Over the years, technology appears to be making life easier and better. However, in some instances, it appears technology is counterproductive. Mobile learning devices, as the name suggests, have been developed to facilitate learning on the move. The questions are: Are these devices truly facilitating learning? If they are truly facilitating learning, are they facilitating learning positively or negatively? To answer these questions, the survey research design was adopted on a sample of 215 randomly selected students. In the process, questionnaire and focused group discussion guideline were used to collect relevant data. Data analysis was both qualitative and quantitative. Some of the core findings from this investigation were that majority of the respondents, and by extension the target population, were barely using the tablets and free internet browsing megabytes [10Gb monthly] given to all students for the intended purpose of learning. Some were preoccupied with downloading videos, films and music while some spend endless hours playing computer games or chatting on social networks with the attendant consequence of poor learning, dwindling academic performance and productivity. Relevant recommendations to redress this unwholesome trend were proffered.

Student's Perceptions on Mobile Learning

IJCSMC, 2018

The rapid growth of technological equipments in our societies has eased the educational system by means of using mobile learning. Mobile Learning is a sort of learning that happens when the learner is not in a specific location or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. This paper is based on design implementation where survey will be conducted in some selected institutions in Northern Nigeria to determine the efficiency and trends in using mobile learning in academic environments and also to review the essential mobile applications used in enhancing these activities.

INVESTIGATION OF UNDERGRADUATE STUDENTS’ ATTITUDE TO AND PERCEPTION OF MOBILE TECHNOLOGIES FOR LEARNING AT FEDERAL UNIVERSITY OF TECHNOLOGY, AKURE, ONDO STATE, NIGERIA

The study examined the attitude of undergraduate students towards the use of mobile technology for learning; it investigated the perception of undergraduate students on the use of mobile technology for learning and also determined the relationship that exists between the attitude of the undergraduate students and their use of mobile technology for learning. These were with the view to encouraging the utilization of mobile technologies in the classroom in tertiary institutions in Nigeria. Six hundred undergraduate students were selected from the six faculties using stratified random sampling based on the level of study and faculty. A 32 item questionnaire designed on five points Likert Scale was used to gather information from the sample. The results revealed that the students had a very good attitude towards the use of mobile technology for learning (X= 42.11, S.D= 4.73). The result showed that undergraduate students had the right perception of the use of mobile technologies (x= 27.2, S.D= 3.58). The results also revealed that attitude was a predictor of students use of mobile technologies (F= 87.48; p< 0.05). There was a significant relationship between the student’s attitude and their use of mobile technologies for learning (r= 0.373; P < 0.05). Also, there is no significant difference between male and female undergraduate students attitude towards the use of mobile technologies for learning and based on the result obtained which is p=0.71 which means that p<0.05.

The use of Mobile Devices and Technologies in Teaching and Learning: the Case of Lawra Senior High school, Upper West Region of Ghana

The use of Mobile Devices and Technologies in Teaching and Learning: the Case of Lawra Senior High school, Upper West Region of Ghana, 2018

The main purpose of the study was to evaluate the use of mobile devices and technologies in teaching ICT in Lawra senior high school. This research use the descriptive survey design. The researcher developed a questionnaire and administered it to a sample of 70 students and 5 male ICT teachers. There were 10 students from each class comprising 5 males and 5 females. The results were analyzed using the frequencies, and percentages. The study sought to achieve the following goals:identify the type of mobile devices and technologies in teaching and learning ICT, evaluate the use of mobile devices and technologies as tools for teaching and learning ICT, ascertain the impact of the mobile devices and technologies in teaching and learning ICT. The available types mobile devices often used were Smartphone, tablets, notebooks, iPad and laptops whiles the available technologies included WhatsApp, Facebook, Microsoft office suite and telegram. This was established through the data analysed from the students and teachers. The study also revealed Mobile devices and technologies are used by students in learning activities such as downloading learning (pdf, ppt, docx etc) materials, doing homework, projects and assignments as well as access reports. Teachers also use the technologies to polish their teaching strategies, compile student reports, seeking information from the internet to prepare lessons and to do personal projects. It further revealed mobile devices assist teachers to give students feedback on their learning activities through the various technologies. This increased effectiveness and efficiency which in turn improves student academic performance. Since students are enthusiastic about the usage of mobile of mobile devices and technologies GES should revise their banned on the use of the devices and technologies and allow them to use it for teaching and learning.The school administration should organize seminars and INSET to educate teachers and students on the important role of mobile devices and technologies. Educators and policy makers must provide the right framework to ensure that learners are offered the opportunity to use mobile devices to learn. This is key in the 21st century where technology is the driving force of information. With the right policies, regulations and logistics, mobile devices could open up the box learning it. Keywords: • Mobile devices and technologies • Mobile devices and learning • Mobile devices and teaching • Mobile learning • Technologies and learning • Technologies and teaching • Bring Your Own Device • BYOD / BYOT, M-Learning, Teaching

The Impact of Mobile Devices for Learning in Higher Education Institutions: Nigerian Universities Case Study

Mobile devices such as smartphones and tablets are becoming increasing popular among students, setting out a new way to communicate, collaborate and learn. The use of portable devices has the capability to inspire new approaches to learning. It is therefore important to examine the students " viewpoints about the educational use of mobile technology in supporting the learning process. The purpose of this study is to determine the impact of mobile devices for learning purposes by exploring the kinds of interactions that students in Nigerian universities have with their portable gadgets. A sample of 240 higher education students participated in the study by completing the researchers " questionnaire. The results of the study indicate the students use their portable devices to exchange education-related messages and academic files with classmates, search the internet and library databases for academic materials, practice online quizzes or tests and hold discussions with classmates among others. The statistical analyses result show that there is no significant difference in the students " use of mobile devices based on gender.

Mobile Learning among Students and Lecturers in the Developing World

Handbook of Research on Mobile Devices and Applications in Higher Education Settings

The potential of mobile technologies to influence teaching and learning has enthused educational technology researchers. This chapter compares lecturers and students at the University of Guyana on the factors of the Unified Theory of Acceptance and Use of Technology model and attitude in relation to technology in education using principal components and regression analyses. It also focuses on access to devices and use of the device features. The results show that the mobile phone is the most popular mobile device among students and lecturers and that both groups have positive attitudes towards using mobile devices for teaching and learning. However, students are more disposed and better equipped to use mobile technologies in the near future and have stronger intentions towards integrating them into their learning. Whereas attitude is the most important determinant of adoption among students, the facilitating conditions is most critical to mobile learning adoption among lecturers.