text messages and mobile browsing in distance education
DESCRIPTION
Text Messages and Mobile Browsing in Distance Education. Marguerite Koole Research Assistant: Janice Letkemen McQuilkin Research Associate: Dr. Mohamed Ally. Utility or Futility?. Introduction. Purpose Background Theory Methodology Results & discussion Conclusion. Purpose. - PowerPoint PPT PresentationTRANSCRIPT
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
REFERENCESAlly, M. (2005). Multimedia information design for mobile devices. In M. Pagani (Ed.), Encyclopedia of
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.
Kukulska-Hulme, A., & Traxler, J. (Eds.). (2005). Mobile learning: A handbook for educators and trainers (1st ed.). London: RoutledgeFalmer Taylor & Francis Group.
Moore, M. G. (1973). Towards a theory of independent learning and teaching. Journal of Higher Education, 44(12), 661-679.