Mobile Assisted Teaching and Learning in an Institute of Higher Education (original) (raw)
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MOBILE LEARNING IN MALAYSIAN UNIVERSITIES: ARE STUDENTS READY?
—Prior to embarking on mobile learning, it is critical for learning institutions to research the area of finding the right ingredient for the right learners by firstly seeking whether they are ready to adapt to the mobility of learning. Adding a Malaysian perspective, the purpose of this paper was to present a quantitative study on university students' readiness for the integration of mobile technologies in education system within their learning institutions. The study was carried out in 11 public universities in Malaysia, whereby 55 questionnaires were randomly distributed to students in each campus. Out of a total of 605 questionnaires distributed, 551 were returned. Overall, the descriptive results were relatively neutral and thus, indicating that they were moderately ready for the educational use of mobile technology. Furthermore, some were quite concerned on cost issue. Despite this, respondents were somewhat agree that they are interested to know more about mobile learning. As a result of the data analysis, some important issues emerged which give rise to the importance of assessing stu-dents' readiness for a successful implementation of mobile learning. These findings may function as anchor-points for further research should mobile learning is to be employed widely in Malaysian higher education setting.
Purpose: The use of mobile technology in teaching and learning at all levels of our educational system have gained global popularity and wide acceptance, yet not much studies has been conducted in developing countries like Ghana on the use of mobile learning to support teaching and learning in higher education. This study aims at filling the gap by exploring the perception, readiness and attitudes of students using mobile learning devices for learning and teaching in higher education. Design/methodology/approach: A survey with questionnaire administration and was the method employed to collect data. Findings: The findings clearly revealed that students are already using mobile devices to perform wide array of educational tasks. There was a positive attitude and readiness from students to support formal use of mobile learning tools in higher education. Finally there was a positive perception from student of the enormous benefits that the inculcation of mobile learning in teaching in higher education could have on their learning. This result lend support to the benefits of mobile learning to students and educational institutions and succinctly demands that stakeholders in the educational sector, policymakers, governments should give this new and powerful educational technology the needed attention. Research limitations/implications: First, the study was conducted at one private university with just small enough sample size which makes generalization problematic, we recommend that both public and private universities with larger sample size be used. Finally, the study did not try to establish if there is co-relation between student’s mobile learning technology and its effects on academic performance. Originality/value: The paper share valuable insight on the significance of mobile technology to transform the landscape of teaching and learning in Ghana and globally. KEYWORDS: Mobile Learning, Mobile Devices, Web.2, Educational Technologies, Higher Institutions of Education.
Mobile Learning Readiness among Malaysian Students at Higher Learning Institutes
Learning today is beyond the four walls and the Internet environment. The advancement of mobile technology has opened up a myriad of learning opportunities for students in Higher Learning Institutions who need to cope with a complex and demanding learning environment. With this increasing number of mobile phone owners, especially among the student population in Malaysia, educators should look into the possibility of integrating mobile learning into the academic programmes at Institutions of Higher Learning. This paper focuses on basic readiness, skills readiness, psychological readiness and budget readiness of students at two different universities in relation to mobile learning. An online questionnaire survey was used to collect data for this study. The findings revealed that the students are highly familiar with computing skills and they welcome the integration of mobile learning in education. The study also revealed that the students were uncertain as to how much money they needed to spend for the telephone line and Internet line apart from the software and hardware requirements. A discussion on the implications of the findings will also be presented.
Higher Education Letter, 2019
The application of mobile phones in teaching and learning has become an important component of educational technology in higher education in that it has provided the opportunity for students to learn, collaborate and share ideas. This research aimed at examining the educational applications of mobile phones from the viewpoints of students’ of Agriculture Faculty of Bu-Ali Sina University of Hamedan. To do this end, two separate questionnaires were used in order to collect the required data from students and professors. The statistical population of this research included 1900 students and 75 faculty members, among whom and according to Morgan’s Table, 240 students and 53 professors were chosen through stratified random sampling method. The data were collected using standardized questionnaires and they were then analyzed using Correlation Coefficient Test, Independent T-test and One-Way Variance Analysis by SPSS Software. The results showed that there was a significant difference between students' attitudes toward using mobile phones and their academic degree and academic major of study. The findings also indicated that the majority of students and professors had a relatively positive attitude toward educational applications of mobile phones. Considering the positive impact of mobile phones, it is recommended that this educational technology can be used seriously in the higher education system.
USE OF MOBILE DEVICES BY STUDENTS TO SUPPORT LEARNING IN UNIVERSITIES: A CASE OF MUNI UNIVERSITY
It's a requirement in admission for every student to come with a mobile device for any programme admitted. The main objective of this study was to establish how the students use mobile devices in lecture rooms /classroom this was achieved by answering the following research questions: which mobile devices are owned by students? what are benefits of using mobile devices by students?and how mobile devices are used for learning?Quantitative design was employed using questionnaires containing a five (5) Likert scale items ranging from strongly agree, agree, neutral, disagree-strongly disagree and open-ended items was utilized in this study to obtain quantitative information to answer the research questions: A total population of 331 was considered and sample size of 181 was obtained using Krejcie and Morgan table, stratified sampling was used to collect data from each stratum and data was analyzed using SPSS Version 16. The reliability of the data collected was tested using the Cronbach's reliability test coefficient where the overall value of all the options was on average 0.65 which was beyond recommended 0.6 for an instrument to be declared reliable. The findings showed that, 56.2% (91) respondents use smart phones, 40.7 %(66) use Laptops in class and only 1.2 %(2) use kindle in class room while no student indicated that he/she uses Ipad or PDA in classroom or lecture room. In terms of the benefits of using mobile devices, students the following among the top four (4) benefits; easy to access information, storage of information, mobility of the device and use of social media but cost effective and security of information were ranked last. The findings also showed students use mobile devices to access course materials, doing class work, send and receive e-mails and taking and sharing of notes but virtual classroom, discussion forums and using pre-recorded lecturers with PowerPoint were ranked among the last three (3). This study recommends that Smartphone's and mobile devices should be allowed to use by students, lecturer to start virtual classroom, discussion forums and using pre-recorded lecturers with PowerPoint so that the students can also benefit from these functionalities since they were ranked among the last three(3) services not used.
University of Lapland, 2016
In this study, the aim was to investigate in terms of m-learning what kinds of pedagogical knowledge and experiences teachers have and what kinds of challenges and opportunities they experience in their teaching practices. The study focused on finding out the teachers’ perspective to the following questions: according to the teachers, 1) how have they implemented mobile learning in their educational practices? 2) what kinds of knowledge and experiences have they had on m-learning? 3) what are the opportunities of m-learning? and 4) what are the main challenges to m-learning? For primary data collection, nine qualitative one-to-one interviews of teachers at the University of Lapland and Lapland University of Applied Sciences, Finland, were conducted. Based on content analysis of the interviews, the study revealed a lack of pedagogical knowledge and experiences, lack of supporting devices and lack of media literacy as the three main challenges for implementing mobile learning in higher education. However, teachers are highly interested in using m-learning both in their teaching and personal life. It was also found that institutions’ official platforms are not experienced by teachers taking part in this study as user friendly while other mobile learning platforms encourage students to participate actively in learning. Evidence also showed that out of the participants of this study, the older teachers were more active in m-learning than their younger counterparts. To overcome these challenges the higher education institutions and educators must rethink their current pedagogical strategies as well as how they view mobile devices and the concept of m-learning in teaching and learning. Keywords: mobile learning, m-learning, higher education, information and communication technology (ICT).
Assessing Mobile Learning Readiness in Saudi Arabia Higher Education: An Empirical Study
Mobile learning has been introduced for quite some time now at Taif University. However, there is no research conducted to measure the readiness of mobile learning within its context. As such, the aim of this study is to assess the lecturers’ readiness for mobile learning in higher education in terms of perceived usefulness and perceived ease of use. A total of 140 lecturers were collected from the faculty of education using online survey. A five-point Likert scale that demonstrated degrees of agreement (from strongly disagree to strongly agree) was applied to capture the lecturers’ perceptions on their readiness for mobile learning. The instrument validity was conducted using factor analysis. A multiple regression model demonstrated that all predictors accounted for 60.9% of the variation. The findings showed that perceived ease of use and perceived usefulness are the valid predictors of assessing lecturers’ readiness for mobile learning in higher education. Therefore, it was concluded that perceived usefulness and perceived ease of use have a significant impact on readiness for mobile learning.
The use of mobile technologies in the classroom is transforming teaching and learning in higher institutions. Mobile learning, or M-learning, has become a new educational paradigm, gaining popularity especially at institutions of higher learning in Malaysia. This study investigated the factors that determine mobile learning readiness at the Infrastructure University Kuala Lumpur (IUKL) in Malaysia. Using the latest technology in m-learning, students are able to choose when and where they wish to learn anything. This study also examined the relationship between demographic and technological factors and readiness for M-learning. The respondents in this study were 126 students from all the faculties of the university, from 2015 to earlier. The findings of this study indicated that the respondents had a high level of personal awareness and mobile readiness.
International Journal of Research in Engineering & Technology, 2017
It's a requirement in admission for every student to come with a mobile device for any programme admitted. The main objective of this study was to establish how the students use mobile devices in lecture rooms /classroom this was achieved by answering the following research questions: which mobile devices are owned by students? what are benefits of using mobile devices by students?and how mobile devices are used for learning?Quantitative design was employed using questionnaires containing a five (5) Likert scale items ranging from strongly agree, agree, neutral, disagree-strongly disagree and open-ended items was utilized in this study to obtain quantitative information to answer the research questions: A total population of 331 was considered and sample size of 181 was obtained using Krejcie and Morgan table, stratified sampling was used to collect data from each stratum and data was analyzed using SPSS Version 16. The reliability of the data collected was tested using the Cronbach's reliability test coefficient where the overall value of all the options was on average 0.65 which was beyond recommended 0.6 for an instrument to be declared reliable. The findings showed that, 56.2% (91) respondents use smart phones, 40.7 %(66) use Laptops in class and only 1.2 %(2) use kindle in class room while no student indicated that he/she uses Ipad or PDA in classroom or lecture room. In terms of the benefits of using mobile devices, students the following among the top four (4) benefits; easy to access information, storage of information, mobility of the device and use of social media but cost effective and security of information were ranked last. The findings also showed students use mobile devices to access course materials, doing class work, send and receive e-mails and taking and sharing of notes but virtual classroom, discussion forums and using pre-recorded lecturers with PowerPoint were ranked among the last three (3). This study recommends that Smartphone's and mobile devices should be allowed to use by students, lecturer to start virtual classroom, discussion forums and using pre-recorded lecturers with PowerPoint so that the students can also benefit from these functionalities since they were ranked among the last three(3) services not used.