Text Messages and Mobile Browsing in Distance Education

Utility or Futility?Marguerite KooleResearch Assistant: Janice Letkemen McQuilkinResearch Associate: Dr. Mohamed Ally

Introduction

Purpose Background Theory Methodology Results & discussion Conclusion

PurposePreliminary exploration of controls and constraints of mobile learning

◦ Perceived usefulness Attitudes

◦ Potential impact Study patterns Social effects Pedagogical effects

◦ Usability

Background

Conducted at a post-secondary, distance-education institution in Canada Master of Education students

Moodle LMS

MobiGlam University of Glamorgan Cellular or WiFi devices

Theory

The Frame model (Koole, 2006)

TheoryTransactional Control Theory (TC)

Dron, 2007

Based on Transactional Distance Theory (TD)The more structure, the less the freedom of

choiceThe more structure, the less the dialogueThe more autonomous the learner, the less need

for structure and dialogue

TC theoryThe learner must adapt to aspects in the

environment that potentially constrain his/her choices.

Methodology Phase 1

◦ 4 respondents (26-56 years)◦ Pilot software, training materials, questionnaires

Phase 2◦ 16 respondents (26-56 years)

12 = high computing skills 3 = advanced computing skills 1 = low computing skills

Weekly activities

Pre- and post-questionnaires◦ Based on FRAME model

Results: Interaction Learning

Frequency of interaction per week

Activity Moodle Mobile

Check news 3.25 3.0

Check Forums 3.81 2.12

Access static information 2.94 N/A

Contact other students 1.19 1.71

Contact instructor(s) 0.93 1.14

Average 2.42 1.99

(Scale: 0 = 0 times, 1 = once, 2= twice, 3 = 3 times, and 4 = 4 or more times)

Comments: Interaction Learning Current frequency of interaction is

fairly low, yet learners report feel very “connected”

Mobile would not increase their sense of “connectedness”

Results: Social Technology

Flexibity & networking

Opinions Moodle Mobile

Importance of flexible access

3.56 2.25

Satisfaction with network connection

N/A 2.0

Average 3.56 2.13

(Scale: 0 = not at all, 1 = not very, 2= neutral, 3 = somewhat, and 4 = very)

Comments: Social Technology Rated need for flexible access to LMS

high

Rated need for flexible mobile access low

Respondents recognize that mobile access is advantageous for travellers

Results: Device Usability

Device usability ratings

Opinions Moodle MobileSatisfied with Moodle / mobile device

3.38 2.75

Easy to navigate 3.75 1.88Easy to learn 3.88 2.88Average 3.67 2.50

Opinions

Satisfied with input 1.63

Satisfied with output 1.63

(Scale: 0 = not at all, 1 = not very, 2= neutral, 3 = somewhat, and 4 = very)

Comments: Device Usability

One learner felt that mobile access was only useful for checking on activity, but would not encourage “learning”

Others felt mobile access was intrusive

Low understanding of technology

Training was not effective

Results: Study Patterns & Attitudes Control, organization & preferences

Opinions Moodle Mobile

Sense of control 3.31 2.13

Sense of being organized 3.44 1.63

“Like” to study online / mobile

3.88 0.88

Average 3.51 1.55

(Scale: 0 = not at all, 1 = not very, 2= neutral, 3 = somewhat, and 4 = very)

Comments: Study Patterns & Attitudes Email remained preferred method of

communication

Ratings low, but comments indicated that they would adapt

Possible correlation with demographics

Respondents’ Recommendations University-wide implementation of

mobile technology

Recommendations Yes No Maybe

Offer SMS service 5 4 0

Provide mobile access to courses

5 2 2

Conclusion

Control-constraint-need threshold had not been met in this trial

= motivation to use or adapt remained low

Thank you

Questions?

Marguerite Koole mkoole@athabascau.ca

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multimedia technology and networking. Hershey, PA: Idea Group Inc.

Dron, J. (2007). Control and constraint in e-learning: Choosing when to choose (1st ed.). London: Idea Group Publishing.

Elsayed Meawad, F., & G. Stubbs. (2007). A service oriented approach towards large scale deployment of mobile learning. Unpublished manuscript.

Koole, M. (2006). The framework for the rational analysis of mobile education (FRAME) model: An evaluation of mobile devices for distance education. Unpublished Thesis. Athabasca University, Athabasca.

Koole, M. (2009). Chapter 2: A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (1st ed., pp. 25-47). Edmonton, Alberta: AU Press.

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