Using a Mobile Application to Increase Interaction amongst Students in an Open and Distance Learning Programme in Zimbabwe: A Cultural Historical Activity Learning Theory Perspective (original) (raw)
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The research was carried out to evaluate the implementation of Mobile Learning (M-Learning) Models in tertiary institutions in Zimbabwe's polytechnics a case of Gweru polytechnic. The thrust of the study was to ascertain the extent to which Mobile Learning Models are being used by both students and staff, assess the extent to which Mobile Learning models impact the learning and teaching experience and to ascertain the challenges being experienced in the implementation of Mobile Learning in enhancing teaching and learning in tertiary institutions like polytechnics in Zimbabwe. The study used a mixed research approach, thus exploratory and descriptive research designs were made use of. The estimated target population was four hundred and twenty five (425) which were made up of students, Lecturers and administrators. In this research questionnaires and observations were used to collect data. The results obtained are that students are aware of the existence of M-Learning applications even though they are not utilising some of the applications, students are not highly patronising M-Learning applications to the benefits thereof and implementation of M-Learning is riddled with many challenges such as lack of planning and limited infrastructure. As well as an imbibe of traditional teaching attitudes that discourage use of phones in the classrooms in general while Network administrators continue to block smartphones and other mobile devices from both internet infrastructures or computer laboratories in general.
Makerere University, having been in existence since 1926, is one of the most reputable institutions in Africa located in East Africa. Makerere provides educational environment to the present 50,000 students both at undergraduate and graduate levels. One cannot engage with so much enthusiasm in something they do not well comprehend. Technological advancements in this same university have gone through a number of stages: from the use of traditional chalkboard technologies to now a blend of technologies including the use of Information and Communication Technology (ICT). In order to provide a learning environment that enables the development of higher order cognitive skills, innovations like technology mediated learning need to be understood. Technology mediated learning and instruction is an innovation in education and therefore both educators and students need a basic understanding of it for its successful implementation. This paper provides the basics concepts of technology mediated learning as seen through the activity theory lens most especially in the context of Makerere University's distance education. The paper describes the concepts to be understood in a technology mediated learning environment and concludes with some recommendations for effective technology mediated learning on the various actors therein involved.
Teaching and Learning Activities Through the Use of Mobile Phone Technology
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In the twenty-first century, mobile phone technology applications have been developed, tested and implemented in various mediums. The aim of the research was to investigate teaching and learning activities through the use of mobile phone technology. To achieve this aim, four objectives were identified and discussed along with the methodology used. A total of 23% of the students involved in the research demonstrated two types of learning by reflection (i.e. reflection-in-action and reflection-on-action). Furthermore, the research also suggests that teaching and learning activity through the use of mobile technology facilitated deeper approach to learning. Evaluation through questionnaire showed that mobile phone technology has helped students augment their learning objectives. The research concluded that three of the six board theory based activity: Learning and teaching support activities, Constructivist activities and Behaviourist activities have been embedded through the use of mo...
Mobile Learning as a chance to enhance education in developing countries–on the example of Ghana
Education has become one of the biggest public enterprises in Ghana, taking about 11 percent of the GDP, enrolling about a quarter of the population in schools and other educational services (EDU 2011). The need for content, the demands of young people, requesting material for self-conducted learning, the lack of teachers, the small proportion of trained teachers and the lack of equipment in schools in rural areas are a huge challenge. The advancement of technology and high mobile penetration rates in developing countries has broadened the horizon of education. One possibility to overcome the problems is the application of the concept of mobile learning (called m-Learning). At first, it is required to describe the current situation in Ghana; this includes the identification of stakeholders as well as corresponding and influencing factors, which have to be taken in consideration when planning a holistic m-Learning-model for Ghana. M-Learning implies inherently a chance in the didactical approach. In the next step, together with a group of teachers in Ghana, research will be done, aiming at the implementation of a sustainable m-Learning concept for secondary education. Integrating teachers in the first phase is a necessity, since it supports the development of a pedagogical concept, which is necessary for a change in pedagogical practice to integrate m-Learning in daily practice.
The use of mobile devices to improve teaching and learning in distance education in Namibia
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ODL institutions have adopted the use of mobile devices for teaching and learning. mLearning is an emerging area of distance education that enables lecturers and students to access course content with their mobile devices from anywhere, at any time. The purpose of this study of limited scope was to determine the use of mobile devices for teaching and learning at Namibian open and distance learning institutions. The study focused on the two public ODL institutions in Namibia, namely, the Namibian University of Science and Technology (NUST)-Centre of Open and Lifelong Learning (COLL) and the Namibian College of Open Learning (NAMCOL). To achieve this, a literature study and an empirical investigation were conducted. A mixed-method research approach was applied and included a research sample of 12 lecturers and 12 students from two ODL institutions. Data were collected through questionnaires and semi-structured individual interviews. The research data were studied, analysed and validated. The results of this study showed that lecturers and students are making use of mobile devices for accessing the Learning Management System (LMS)/Moodle. Although the lecturers and students displayed positive attitudes towards the use of mobile devices for teaching and learning, very little has been achieved in the effective use of mobile devices. The study identified challenges that hamper the effective use of mobile devices, such as lack of knowledge in mobile applications for teaching and learning, insufficient storage capacity, opening of applications are sometimes slow, screen size of the mobile devices, as well as lack of access to WIFI and limited/no access to electricity. The study proposed recommendations for considerations to the lecturers, ODL institutions and the Ministry of Higher Education, as well as suggestions for future research.
Establishing the Need to Use Mobile Phones in Distance Learning in Ghana
International Journal of Innovative Research and Development
Introduction Education, in Ghana today, has become so important that anyone without the requisite qualification in formal education feels so bad about how society treats him/her. Though the demand for tertiary education is becoming high, access to these institutions is low because these institutions are inadequate. Moreover, our classrooms are not enough to contain learners. In the attempt to find practical solutions to these problems in order that people can have access to tertiary education, much hope has been placed on distance education. New information and communication technologies (ICTs) have been developed which can empower teachers and learners by facilitating communication and interaction, offering new modes of delivery, and generally transforming teaching and learning processes. Of the many different forms of ICTs, mobile phones are thought, for several reasons to be a suitable tool for advancing education in developing countries. Mobile phones are the most prevalent ICT in the developing world, and the penetration rate is rising rapidly. Advanced mobile devices such as "smart" cellular telephones are very popular among people primarily because they are wireless and portable. These functionalities enable users to communicate while on the move. The popularity of these devices is, therefore, a consequent of their ability to function at multiple levels. Moreover, the intense commercial competitiveness in the mobile device industry is forcing manufacturers to be very innovative, constantly striving to introduce new features that can give them a competitive edge. Against this backdrop, visionary educators, designers and developers should begin to consider the implications of these devices for the modern teaching and learning environment. In such an environment, contents and services can be relayed to a university or tertiary education student by personal wireless mobile devices. This will add another layer to the personal computer-based model of teaching and learning. This also means m-learning will take place in conditions that will be radically different from those educators and learners are familiar with. In Ghana, mobile phones are common technological tool that can be found in every household one can think of. In addition to voice communication, mobile phones allow the transfer of data, which can be particularly useful for delivering educational content over long distances. The trend today, is young men and women of Ghana use a lot more mobile devices such as ipads, galaxy tabs, kindles, tablets PCs, Netbooks and the like for their day to day activities. Mobile phone has found a place as a permanent companion of the poor and the rich. It is no longer a device for showing off one's prowess in