Upload
feham-ghalib
View
63
Download
1
Tags:
Embed Size (px)
Citation preview
MOBILE LEARNING READINESS AMONG STUDENTS WITH
DIFFERENT SPECIALISATIONS AT IIUMDr. Mohd Feham Md. Ghalib
IIUM
DEFINITION
• As any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies (MLearning, December 2010)
BACKGROUND• Various learning frameworks include behaviourist (Skinner,
1968), constructivist (Bruner, 1966), situated (Brown, Collins & Duguid, 1989), collaborative (Vygotsky, 1978), informal and lifelong (Eraut, 2000).
• 2010 Malaysian Communications and Multimedia Commission (MCMC) Report, 91% of 27 million population subscribed to mobile phone services as compared to only 17% who subscribed to fixed lines (Mohamed Amin Embi & Norazah Mohd Nordin (Eds, 2013).
CONTINUES…• A growing body of literature has focused on several issues related
to mobile learning such as the development of mobile learning systems to enhance student learning (Chen & Hsu, 2008; Chen, Kao & Sheru, 2003; Ketamo 2003) and the effectiveness of mobile learning (Al-Fahad 2009; Baya’a & Daher 2009; Evans, 2008; Lu 2008; Thornton & Houser 2005).
• Blended approach (Zurita et al., 2003) i.e. with the combination of other teaching and learning instruction such as face-to-face tutorials, reveals a much more successful results in the quest.
PROBLEM STATEMENT
• Realising the scenario where the utilisation of mobile gadgets among the educators and students is exponentially increasing
• The need to explore the possibility of these devices in expanding learning and teaching opportunities at local institutional level i.e. IIUM
OBJECTIVES• To know the extent of readiness among students at IIUM
for the implementation of mobile learning.
• To know the nature of devices ownership among the subjects
• To know their preferences of mobile usage
• To explore their expectations of services offered via mobile learning.
METHODOLOGY
• The survey method was used as a basis of the research design.
• A questionnaire consists of 17 items (8 Yes-No questions and 9 Five-Likert questions) related to the stated objectives.
• The IIUM students were the sample of this study. Their questionnaire responses were collected via online using an online survey tool Google Form
QUESTIONNAIRE• Section A: Demographic data (gender, year of study,
specialisation)
• Section B: Mobile learning facilities - Internet access, type of broadband used, type of smartphones (Android, iOS, Blackberry, Windows phone)
• Section C: Mobile learning preferences
• Section D: Expectations and views on mobile learning
RESULTS - DEMOGRAPHIC DATA
Gender
Female14%
Male86%
Year of Study
4th Year15%
3rd Year15%
2nd Year18%
1st Year52%
Specialisation
Non-Arabic Major32%
Arabic Major68%
RESULTS - MOBILE FACILITIES
Others7%
Streamy/Unifi6%
Umobile13%
Maxis24%
Digi6%
Celcom44%
Others6%
Android86%
iOS8%
RESULTS - PREFERENCESSurf Internet
Make video call
Send/receive Email
Send/receive Instant Msg.
Access social networking
Share photo/video
Download files
Hotspot
0 40 80 120 160
87115
91146148
12777
152
RESULTS - EXPECTATIONSManage my learning time better
Motivate me to learn
Attracts my attention in learning
Provide flexible learning time for me
Complete my assignments faster
Improve my productivity
Help me greatly in the course I am taking
Make learning more interesting and enjoyable
Better understanding with learning materials
3.4 3.525 3.65 3.775 3.9
3.713.89
3.63.68
3.593.78
3.753.7
3.54
RESULTS - PREFERENCES BASED ON MAJORS
Surf Internet
Make video call
Send/receive Email
Send/receive Instant Msg.
Access Social Network.
Share photo/video
Download files
Hotspot
0 0.25 0.5 0.75 10.6
0.80.74
0.960.9
0.860.62
0.98
0.510.69
0.50.910.94
0.780.42
0.94
Arabic Non-Arabic
RESULTS - EXPECTATIONS BASED ON MAJORS
Manage my learning time better
Motivate me to learn
Attracts my attention in learning
Provide flexible learning time for me
Complete my assignments faster
Improve my productivity
Help me greatly in the course I am taking
Make learning more interesting and enjoyable
Better understanding with learning materials
3.3 3.5 3.7 3.9 4.13.8
4.023.823.823.8
3.983.92
3.73.8
3.673.83
3.53.61
3.53.683.67
3.73.42
Arabic Non-Arabic
SUGGESTIONS & RECOMMENDATIONS
• The institution should provide convenient facilities (hardware and software) for its community to support learning and teaching through mobile
• An affordable broadband package should be offered to academic community members so that learning can take place ubiquitously
• Students should be guided to venture various learning activities/styles/approaches via mobile
CONCLUSIONS• Generally IIUM students in the study are ready for mobile learning approach
• Their preferences (surfing, sending emails/instant messages, accessing social network and downloading files) in smartphone usage are very pertinent to learning via mobile
• Degree of learning preferences is higher for non-Arabic majors compared to Arabic majors
• Enjoyability, flexibility, and attractiveness are elements received higher expectation among the students
• Expectations of Non-Arabic majors on mobile learning are more favourable compared to Arabic majors