Students Attitude towards Mobile Learning in Education - Thesis Proposal Example

Attitude Towards M-Learning (mobile learning) in Education The advancement in technology has seen modern learning institutions outgrow traditional ways of teaching. Use of chalkboards, books and pencils has been phased out and replaced with mobile technologies that favor learning from anywhere and at any time. M-Learning is less cumbersome than books and computers and can be used to support learning when appropriately used by students. M-learning devices include cell phones, personal digital assistants (PDAs) and some gaming devices. Previous studies on M-learning have mainly concentrated on students view on its implementation in a classroom environment. However, it is of particular importance to look at it from the student’s point of view, since this technology is meant for them. Thus the aim of this proposal is to determine the student’s attitude towards M-Learning (mobile learning) in education. This study will use a mixture of both qualitative and quantitative approach. Quantitative data will be collected through a survey, while qualitative data will be collected through open-ended questions from the survey as well as interview of students from different faculties. Information from this study is useful and can be applied when institutions adopt and advance M-learning. Table of Content Title Page…………………………………………………………………………..…1 Abstract…………………………………………………..…….………………..……2 Table of Contents………………………………..……..………….…….………...…..3 Introduction………………………………….…………………….……...……….….4 Literature Review…………………………..…………………….……..……….……5 Characteristics of M-learning…………………………………..…………..5 Advantages of M-learning………………………………………………….5 Disadvantages of M-learning……………………………………….…..…..6 Students Attitude towards M-learning…………………………..…….……6 Research and Methodology………………………………………...……………..…7 Research Questions…………………………….……………………….….7 Research Design…………………………………….…………………..….8 Strengths and Limitations…………………………….……..……………..8 Setting and Participation……………………………………….….……….8 Work Plan……………………………………..……..……………….…….8 Implication of the Research…………………..………………………….…………...9 Introduction M-Learning dates back before the 1970s where people used cassette tapes and compact discs as mobile forms of learning. This was followed by use of a computer the size of a book called a Dynabook for dynamic learning simulations. By 1990, technology had advanced, and universities in Europe and Asia had developed and evaluated the use mobile learning for their students. In early 2000, mobile learning had become advanced such that companies that specialized in it were formed. These areas are authoring and publishing, delivery and tracking and content development (Bachmair et al, 2010:214). This ensures that the mobile learning presences are effective and trustable. The advancement in technology has seen modern learning institutions outgrow traditional ways of teaching. Use of chalkboards, books and pencils has been phased out and replaced with mobile technologies that favor learning from anywhere and at any time. M-Learning is less cumbersome than books and computers and can be used to support learning when appropriately used by students. This has especially been favored by advancement in mobile technologies and the affordability of the mobile devices and internet accessibility. This technology also allows the learner to be mobile; a factor that is accommodating of the current society that has an ever rising population of mobile people. Not only does it consider mobility of the student, but also the instructor. The same content is shared, and instant feedback received. It is also quite useful when used by students with disabilities (Ismail, 2010:142). As a tool currently used for learning, this study aims to analyze the attitude of the student towards M-learning. Despite all the pros, the purpose of the M-learning is facilitating the learning process. To ensure its effectiveness, both the school administration and the student have to see their benefits. Previous studies have mainly concentrated on students view on the implementation in a classroom. However, it is important to look at it from the student’s attitude point of view, since this technology is meant for them. Thus, this proposals aim is to determine the student’s attitude towards M-Learning (mobile learning) in education. It will also look at the impact of M-Learning towards the student’s way of learning and thinking. Literature Review The students hold the success or failure of the M-learning system. This is because their performances in class reflect how it has aided them in learning. Research on their attitude towards it will aid in making the system better. Mobile devices are currently used both formally and informally, in a class setting and by those who learn at their own pleasure respectively. This study is mainly concerned by the formal aspect of M-learning and how the students perceive it. Technological advancements make the wireless, mobile devices capable and more manageable. This has raised their demand and consequently reduced their prices thereby making it affordable to own one. Increased capabilities of mobile phones have led to a dramatic increase in the use of the internet. Among these devices, the cell phone is the most widely used. A survey in the United States showed that 96 percent of adults between the ages of 18-29 and 30-49 are owners. Also, 97 percent of students born since 1980 in the university are constant users (Vavoula et al., 2009:298). Such developments have led to M-learning advancement. Characteristics of M-learning M-learning has both a multifunctionality and ability to create many learning opportunities. It facilitates teaching in differently contexts and unique data collection. It encourages learners to draw their own conclusions on studies. It also encourages interactive learning and most importantly it is not limited by time or space (Routledge, 2003:140). Advantages of m-learning M-learning devices include cell phones, personal digital assistants and some gaming devices. They differ in their shapes, sizes, operating systems and even their purpose. However, they all can connect to a wireless internet, they can be worn; hence are at the users fingertips, they can be accessed instantly, they are flexible, and they are cheap in relation to their capability and storage capacity compared to other related devices (Guy 2010:240). Unlike E-learning, M-learning recognizes the value of excellence in teaching, communication and teamwork between the teacher and students as the keys to successful classroom experience. It has simpler and less powerful devices than those used for E-Learning. Unlike personal computers, the handheld devices can be used from anywhere. These devices’ portability allows student interaction and their accommodation in class as compared to personal computers. Mobility of these devices allows for learning both inside and outside the classroom. Furthermore, these devices are highly available in many IT outlets (Guy 2010:240). Disadvantages of M-Learning The devices used have a small screen which limits the type and amount of information on display. They also have small storage capacities and thus cannot use some applications. Furthermore, the batteries need regular charging, they do not have keyboards, their connection speed is slow, and their processing power is weaker than personal computers (Ally, 2009:158). Student’s attitude towards M-learning It is essential to analyze the ability and willingness of students to using mobile devices for learning purposes. This is because the learning method is meant solely for them and their behavior and attitude could significantly affect its success. Study by Al- Fahad (2009) on use of mobile phones reveals that students enjoy using M-Learning since it motivates and engages them in the learning process leading to an increase in their achievement levels. Other such studies revealed that a majority of the students used mobile phones informally and they saw it as a flexible and convenient device especially with the use of the short message service (SMS) (Bottentuit, 2008:2106 and Cavus & Ibrahim., 2009:82). Studies on the use of PDAs, iTunes and Mp3 players show that students enjoyed using them. Most say they help them to form images or remember sounds better when taught through these devices (Garett and Jackson, 2006: 651). Overall the responses received from the students in these studies were all positive in regards to the use of mobile devices for learning (Ryn & Parson, 2008:382 and Pacher et al., 2010:396). Research Methodology This study will investigate student’s perceptions and attitudes towards handheld mobile device use for learning as well as how their perception affects their performances. This study will use a mixture of both qualitative and quantitative approach. Quantitative data will be collected through a survey, while qualitative data will be collected through open-ended from the survey as well as interview of students from different faculties (Cavus and Uzunboylu, 2009:436). Research questions The study will be guided by the following questions. 1. Does the student own a mobile device? If so, what kind? 2. How do they use these devices for learning purposes? 3. What is their attitude and perception on the use of the devices for learning? 4. How does the use of these devices affect learning and their participation in class? Research design Though it is necessary to get quantifiable data in regards to the student’s perception of M-Learning, additional qualitative data help to create an understanding of the topic (Hsu et al., 2008:192). After carrying out the survey, open-ended questions will be administered to the students as well as interviews of students from the faculty to obtain qualitative data. Quantitative data will be analyzed by descriptive and inferential statistics. Furthermore, the results will be analyzed and illustrated using tables and graphs as per the responses to the questions (Wyatt et al., 2010:111). Strengths and limitations The study requires a lot of time to collect and analyze both sets of data, however, if sequentially done it is easy to implement. Setting and participants The research will be conducted within the college among the faculty of education undergraduate students. The study will target a random sample of about 5000 students. Contact information of the students will be obtained from the records in the dean of the faculty’s office and the university’s website. The students will be invited to participate through email and those to be interviewed will be selected using a typically purposive sampling strategy (Uzunboylu et al., 2009:382). Work plan TIME FRAME ACTIVITY Week 1 Develop the questionnaire. Week 2 and 3 Get contact information of the students. Week 4 and 5 Distribute the questionnaires. Week 6 and 7 Collect filled questionnaires as well as arrange for interviews with students who filled them. Week 8 and 9 Carry out the interviews. Week 10-12 Compile, analyze and present data. Implication of the Research This research aims at identifying and analyzing the perception and attitude of students towards M-learning. However, due to limited resources the study will be limited to only undergraduate students from the faculty of education. Future research may include several institutions from different regions, with varying resources and technology. In addition, research could also be done to compare graduate and undergraduate students’ perception of the same. Furthermore, the sample size could be increased so as to draw a more concrete conclusion on how the students perceive M-learning. References Al-Fahad, F.N. (2009) ‘Students’ attitudes and perceptions towards the effectiveness of mobile learning in King Saud University’, Saudi Arabia. Ally, M. (2009) Mobile learning: Transforming the delivery of education and training, Athabasca University Press. Bachmair, B., Pachler, N., Cook, J. & Kress, G. (2010) Mobile learning: structures, agency, practices, Springer. Bottentuit, J.B. & Coutinho, C. (2008) ‘The use of mobile technologies in Higher Education in Portugal: An exploratory survey’ Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2008. Cavus, N. & Ibrahim, D. (2009) ‘M-Learning: An experiment in using SMS to support learning new English language words’ British Journal of Educational Technology, vol.40, no. 1, pp. 78-91. Cavus, N., & Uzunboylu, H. (2009) ‘Improving critical thinking skills in mobile learning’ Procedia Social and Behavioral Sciences 1 2008 , pp. 434-438. Garrett, B.M., & Jackson, C. (2006) ‘A mobile clinical e-portfolio for nursing and medical students, using wireless personal digital assistants (PDAs)’ Nurse Education Today, vol. 26, no. 8, pp. 647-654. Guy, R. (2010) Mobile learning: Pilot projects and initiatives, Informing Science. Hsu, H., Wang, S., & Comac, L. (2008) ‘Using audioblogs to assist English-language learning: An investigation into student perception’ Computer Assisted Language Learning, Vol. 21, no. 2, pp. 181-198. Ismail, I. (2010) Proceeding of the 5th international conference on ELearning: Universiti Sains Malaysia, Penang, Malaysia, 12-13 July 2010, Academic Conferences Limited.. 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