Delivering Education To The Poor Via The Mobile Phone - Essay Example

? Delivering education to the poor via the mobile phone Table of contents 3 Introduction 4 2. Literature Review 5 3. Research question and method 8 4. Analysis and Results 9 5. Discussion and implications 10 6. Conclusion and Recommendations 10 7. References 11 8. Appendices 13 9. Part B 13 Abstract This study aims to explore the potential value of online courses delivered through mobile phones especially in regard to the educational needs of poor people. The study has been based on secondary research across existing literature and empirical findings. It is proved that mobile phones can support the educational needs of poor people but the performance of these devices as educational tools can be different across regions with different cultural characteristics. 1. Introduction The use of technology for improving the quality of education provided in school settings worldwide has become a common phenomenon. Still, concerns seem to exist as to whether technology can equally benefit people in all social classes in regard to their educational needs. Current paper focuses on the potential use of mobile phones for educational purposes among poor people. In order to cover all aspects of the issue under examination the research developed for this study has been based on both theory and empirical findings. In this context, this paper has been structured as follows: a) in the Introductory section the theme of the study is briefly presented, b) in the literature review section, the existing theories in regard to learning are presented; the theories and views presented in this section help to understand whether online education could fully cover the educational needs of poor people; c) the next part of the study is the Research question and method where the terms under which empirical studies have been involved in this paper are presented; d) the findings of the empirical studies are presented in another section, the Analysis and Results section; e) in the Discussion and Implications section the practical implications of the use of mobile phones in education and the potential benefits of such educational approach for poor people are made clear; f) the conclusions developed from the findings of the literature and the empirical research are presented in the Conclusion section of the paper where recommendations are also made for increasing the effectiveness of mobile phones when used for covering the educational needs of poor people. 2. Literature Review Online learning has been proved as an effective scheme to respond to certain educational needs that cannot be covered otherwise. At the same time, online learning can be used as a complementary educational tool for saving time and cost in the delivery of curriculum (Bach, Haynes and Smith 2007). However, in practice, online learning have resulted to key major problems: a) the lack of safety in regard to the work of each student and b) the creation of inequalities according to the technology used for accessing online learning programs (Bach, Haynes and Smith 2007). Indeed, it seems that there is mechanism for guaranteeing the protection of the work of each student in the context of an online learning program even if the development of technology related to online learning has been impressive (Bach, Haynes and Smith 2007). Moreover, online learning has led to the increase of the gap between rich and poor students: the former are able to use advanced technology for participating in online learning programs, a fact that promotes inequality in education (Illeris 2008). Under these terms, it would be necessary to review how the use of mobile phones as a tool for supporting the educational needs of poor people would be feasible and which measures should be taken for securing the quality of education provided through this mechanism. The performance of individuals in team-working and in handling advanced technology has been often considered as a significant advantage, even higher from these persons’ educational background (Remenvi 2008). In particular, the ability of individuals to respond high to tasks assigned in the context of online environments seems to be of critical importance for their hiring in a particular position (Remenvi 2008). The above view is based on the findings of a study developed ‘across FTSE 200 companies’ (Remenvi 2008). For poor people, the above fact could have the following result: poor people that would have experience in online learning and would be able to participate effectively in online learning sessions could have equal chances with people who have an impressive educational background and who have no experience in online learning schemes (Remenvi 2008). In other words, online learning could help poor people to acquire an important advantage in regard to the workplace (Remenvi 2008). From this point of view, online learning schemes should be promoted among poor people even if the educational status of these people is quite low. At this point, the conditions under which online learning schemes would be effective should be reviewed. Then, the existence of such conditions in poor countries would be explored. Online learning could be quite valuable as an educational tool, but under the following term: that online learning schemes are not based on ‘educational approaches similar to those used in classrooms’ (Edmundon 2007, p.329). In fact, in order for online learning schemes to be effective it would be necessary for ‘interactive learning principles’ (Edmudson 2007, p.329) to be used. In this context, in online learning programs particular emphasis should be given on ‘the interaction between tutors and learners, the structure of the course and the time allocated for the completion of each phase of the online learning project’ (Edmudson 2007, p.329). In practice, it has been proved that in online learning schemes failures in regard to time management and to the organization of the material are quite common (Edmudson 2007). These issues should be taken into consideration when developing online learning material that will be delivered through online devices, such as mobile phones. At this point, reference should be made to the theories related to learning, focusing on distance learning. In this way, the structure and the terms of success of online learning schemes would be easier understood. According to Simonson and Schlosser (2000) distance learning tends to have an important disadvantage compared to class-based education: in distance learning emphasis is often given on explaining the theories developed in a particular field without responding to the needs of learners for acquiring experience on the particular subject (Simonson and Schlosser 2000). Initially, distance learning has been used as a tool for supporting class-based educational programs (Simonson and Schlosser 2000). Gradually, distance learning has become autonomous, a target that has been achieved with the support of web-based technology (Simonson and Schlosser 2000). In fact, with the use of appropriately customized Web-based applications, distance learning schemes can be of high quality, almost equal to the quality of class-based education (Simonson and Schlosser 2000). The above phenomenon has been described through the theory of equivalence that is based on certain rules/ principles: ‘a) distance learners can have access to learning experiences of similar type/ structure to those available to on-site learners, b) the learning experiences of both distance learners and on-site learners can be also of the same quality, c) the structure/ methods of distance-learning programs would be depended on the technology/ resources available to distance-learners, d) in distance learning the goals of the relevant programs should be aligned with the needs of both the instructors and the learners’ (Simonson and Schlosser 2000, p.333). When referring to online learning, particular emphasis should be given on the learning styles and their acceptance by learners. In fact, the learning style may not be, at least not always, critical, for the success of an educational program (Malcolm 2009). An empirical study developed in 2007 by Solvie and Kloek revealed that for students at doctoral level, the importance of learning style is rather low (Malcolm 2009). In opposition, in regard to ‘secondary, undergraduate and adult education’ (Malcolm 2009, p.12) the value of learning style remains high. Moreover, in another research it was revealed that ‘in on-site educational programs learners are more dependent while in online programs learners tend to be more intrinsically motivated’ (Malcolm 2009, p.13). In other words, in online educational programs the high performance of learners is depended not only the technology available or of the capabilities of instructors but, mainly, on the learners’ willingness to participate actively in all the tasks of each program (Malcolm 2009). In regard specifically to mobile phones, their involvement in education seems to promote two targets: ‘a) the facilitation of access to education, in regions where the access to on-site learning is difficult and b) the promotion of an advanced learning style, as influenced by the development of technology; this learning style is also known as new learning’ (Valk, Rashid and Elder 2010). In addition, the distance – education theory emphasizes on the need for carefully reviewing the material of online courses in order for the success of these courses to be guaranteed (Shelton and Shaltsman 2005). The above theory accepts that the success of these courses is not only based on technology but also on the political and social framework of the region involved, meaning the region in which the learners are based (Shelton and Shaltsman 2005). 3. Research question and method The research question to which this study needs to reply is the following one: could mobile phones be used as effective educational tools among poor people and under which terms such target could be achieved? The above research question will be explored using a critical empirical study: the study of Valk, Rashid and Elder (2010) that addresses a critical issue: whether mobile phones can be used for improving educational outcomes. The study is based on empirical results gathered from Asian countries and can provide a valid framework in regard to the potential use of mobile phones for responding to the educational needs of poor people. 4. Analysis and Results In the study of Valk, Rashid and Elder (2010) the performance of six MLearning projects introduced in ‘Philippines, Mongolia, Thailand, India, and Bangladesh’ (Valk, Rashid and Elder 2010) is analyzed. The details of these projects, including the technology employed and the learning purpose set, are presented in Table 1 (Appendices). The findings of the research developed in regard to these projects could be summarized as follows: a) in Mongolia, the project could be characterized as successful with only minor failures, especially in cases where delays existed in responding to learners’ messages; in the above region, learners found the MLearning scheme more attractive compared to educational schemes used in on-site educational programs (Valk, Rashid and Elder 2010); b) in Bangladesh, no difference was identified, in terms of quality, between MLearning schemes and on-site educational programs; online learners in Bangladesh admitted that they highly value the rapid response of educators to their questions; also, the use of interactive features for delivering the material makes online learning more interesting, an issue highlighted by students in Bangladesh (Valk, Rashid and Elder 2010); c) in Thailand, the response of learners to MLearning schemes has been positive with the following limitation: concerns have been developed in regard to the lack of convenience in studying the online material, a problem related to the ‘small size of mobile’s screen’ (Valk, Rashid and Elder 2010); d) in India, the MLearning scheme involved in the rural regions of the country; after reviewing the responses of learners to this scheme the following fact has been identified: in India, the performance to online learning schemes has been related to the educational background of participants (Valk, Rashid and Elder 2010); more specifically, it seems that learners with a higher educational background can be more benefited from the MLearning schemes compared to the learners who are not appropriately educated and who cannot handle the mobile devices equally effectively (Valk, Rashid and Elder 2010); e) in Philippines, students have been excited regarding the MLearning scheme; in Philippines a different aspect of MLearning was revealed, compared to that of India; it was proved that MLearning can be particularly effective for learners of low to average educational background; this finding has been based on the following fact: the interactive tools used in MLearning have managed to attract learners more than the educational tools commonly used in on-site educational programs (Valk, Rashid and Elder 2010). 5. Discussion and implications An important problem has been revealed from the findings of the study presented above: students in each country have different responses to the Mlearning schemes involved. This fact proves that online learning can offer different benefits and can have different implications for poor people living in different social settings. In other words, apart from technology, which is critical for the success of online learning schemes, the importance of social ethics and culture for the success of these schemes cannot be ignored. 6. Conclusion and Recommendations The use of online learning for covering the educational needs of poor people can be an effective solution but under certain terms: a) that the structure of the relevant course will be carefully designed, b) that the technology used should be monitored as of its performance in regard to the specific field; in particular, emphasis should be given on time management, meaning not only the time required for the completion of each phase of the relevant course, but also the time necessary for fully replying to the questions set by learners and c) the responses of online learners to an online learning scheme should be periodically reviewed; because these responses can vary, as also proved in the empirical study presented above, the regular checks on the performance of learners to an online learning scheme would be quite critical. The review of the literature published in regard to this subject has verified the value of online learning, either as an educational tool, either supporting or even replacing an educational program. The relevance theory, as analyzed in the literature review section, is based on the following fact: that distance education has come so close to on-site education that the two styles of education can considered as identical, or, at least, as leading to similar benefits in regard to the educational needs of individuals (Malcolm 2009). Because of the potential limitation of online learning courses under the influence of local social and cultural settings, an issue that is also discussed in the distance learning theory, the exploration of the performance of such courses under different cultural conditions would be necessary. The customization of existing online learning courses according to the cultural characteristics of learners would be a possible solution for resolving the above problem. 7. References Bach, S., Haynes, P. and Smith, J., 2007. Online Learning and Teaching in Higher Education. Maidenhead: McGraw-Hill International. Edmundson, A., 2007. Globalized E-learning Cultural Challenges. London: Idea Group Inc (IGI). Evans, T., Haughey, M. and Murphy, D., 2008. International Handbook of Distance Education. Bingley: Emerald Group Publishing. Illeris, K., 2008. Contemporary Theories of Learning: Learning Theorists ... In Their Own Words. London: Routledge. Kornblum, W. and Smith, C., 2007. Sociology in a Changing World. Belmont: Cengage Learning. Malcolm, M., 2009. The Relationship Between Learning Styles and Success in Online Learning. London: ProQuest. Remenvi, D., 2008. 3rd International Conference on E-Learning: Icel 2008. Reading: Academic Conferences Limited. Shelton, K. and Saltsman, G., 2005. An administrator's guide to online education. Information Age Publishing. Simonson, M. and Schlosser, C., 2000. Quarterly Review of Distance Education. Information Age Publishing Valk, J., Rashid, A. and Elder, L., 2010. Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia. Pan Asia Networking, IDRC, Canada. Available at http://www.irrodl.org/index.php/irrodl/article/view/794/1487 8. Appendices Table 1 – The MLearning projects developed in certain Asian regions (Valk, Rashid and Elder 2010) Part B – Online Application - E-learning scheme for poor learners – indicative parts Graph 1 – Use of a Gannt Chart – requirements: Gannt Group (source: http://www.horton.com/portfoliogantt.htm) Graph 2 – Slide Show presentation - requirements: PowerPoint and iSpring Presenter (for converting the presentation to Flash) (http://www.horton.com/portfoliopresentation.htm) Graph 3 – Scenario demonstration – requirements: Adobe’s Captivate (Source: http://www.horton.com/portfolioscenariodemo.htm) Graph 4 – User interface tour – requirements: Adobe’s Captivate and Flash Player http://www.horton.com/portfoliointerfacetour.htm Graph 5 – Use of active examples – requirements: Adobe Dreamweaver and JavaScript (source: http://www.horton.com/portfolioactiveexamples.htm) Read More