Learners- Perceptions of Mobile Devices for Learning in Higher Education - Towards a Mobile Learning Pedagogical Framework
The dramatic effect of information technology on
society is undeniable. In education, it is evident in the use of terms
like active learning, blended learning, electronic learning and mobile
learning (ubiquitous learning). This study explores the perceptions of
54 learners in a higher education institution regarding the use of
mobile devices in a third year module. Using semi-structured
interviews, it was found that mobile devices had a positive impact on
learner motivation, engagement and enjoyment. It also improved the
consistency of learning material, and the convenience and flexibility
(anywhere, anytime) of learning. User-interfacelimitation, bandwidth
and cognitive overload, however, were of concern. The use of cloud
based resources like Youtube and Google Docs, through mobile
devices, positively influenced learner perceptions, making them
prosumers (both consumers and producers) of education content.
[1] F. N. Al-Fahad, "Students- attitudes and perceptions towards the
effectiveness of mobile learning in King Saud University, Saudi
Arabia", The Turkish Online Journal of Educational Technology, vol. 8,
pp. 111-119, 2009.
[2] L. Amhag and A. Jakobsson, "Collaborative learning as a collective
competence when students use the potential meaning in asynchronous
dialogues", Computers & Education, vol. 52, pp. 656-667, 2009.
[3] N. Baya-a and W. Daher, W., "Learning mathematics in an authentic
mobile environment: the Perceptions of Students", International Journal
of Interactive Mobile Technologies, vol. 3, pp. 6-14, 2009.
[4] V. Braun and V. Clarke, "Using thematic analysis in psychology",
Qualitative Research in Psychology, vol. 3, pp. 77-101, 2006.
[5] V. Catoni, M. Cellario and M. Porta, "Perspectives and challenges in elearning:
Towards natural interaction paradigms", Journal of Visual
Languages and Computing, vol. 5, pp. 333-345, 2004.
[6] C. Chen, "The implementation and evaluation of a mobile self- and peerassessment
system", Computers & Education, vol. 55, pp. 229-236,
2010.
[7] C. M. Chen, and S. H. Hsu, "Personalized intelligent mobile learning
system for supporting effective English learning", Educational
Technology & Society, vol. 11, pp. 153-180, 2008.
[8] D. Churchill and N. Churchill, "Educational affordances of PDAs" a
study of a teacher-s exploration of this technology", Computer &
Education, vol. 50, pp. 1439-1450, 2008.
[9] J.W. Creswell, "Educational research: Planning, conducting, and
evaluating quantitative and qualitative research", Pearson Education.
[10] M. Dimitrova, M. Mimirinis and A. Murphy, "Evaluating the flexibility
of a pedagogical framework for e-Learning", In Proceedings of the IEEE
international conference on advanced learning technologies, pp. 291-
295, 2004.
[11] L. Dirckinck-Holmfeld and A. Lorentsen, "Transforming university
practice through ICT - integrated prespectives on organizational,
technological, and pedagogical change" Interactive Learning
environments, vol. 11, pp. 91-110, 2003.
[12] C. Evans, "The effectiveness of m-learning in the form of podcast
revision lectures in higher education", Computers & Education, vol. 50,
pp. 491-498, 2008.
[13] J. Gilbert, S. Morton and J. Rowley, "e-learning: the student
experience", British Journal of Educational Technology, vol. 38, pp. P.
Goodyear and R. Ellis, "University students- approaches to learning"
rethinking the place of technology", Distance Education, vol. 29, p. 141-
152, 2008.
[14] A. Granic, C. Mifsud and M. Cukusic, "Design, implementation and
validation of a Europe-wide pedagogical framework for e-learning",
Computers & Education, vol. 53, pp. 1052-1081, 2009.
[15] D. Hayes, "ICT and learning: Lessons from Australian classrooms"
Computers and Education, vol. 49, pp. 385-395, 2007.
[16] B. Hayward, C. Alty, S. Pearson, and C.Martin, "Young people and ICT
2002: Findings from a survey conducted in autumn 2002",
http://www.becta.org.uk/research, 2008.
[17] J. Hedberg and K. Freebody, "Towards a disruptive pedagogy:
Classroom practices that combine interactive whiteboards with TLF
digital content", Retrieved 12 October 2012,
http://www.thelearningfederation.edu.au/verve/_resources/towards_a_di
sruptive_pedagogy.pdf, 2007.
[18] M. T. Keeton, "Best online instructional practices: Report of phase 1 of
ongoing study", Journal of Asynchronous Learning Networks, pp.75-
100, 2004.
[19] T. Kelly and D. Bauer, "Managing intellectual capital via e-learning at
Cisco", In C. Holsapple, Handbook on knowledge management 2:
Knowledge directions, Springer, pp. 511-532, 2004.
[20] D. Ktoridou and N. Eteokleous, "Adaptive m-learning: technological
and pedagogical aspects considered in Cyprus tertiary education",
Recent Research Development in Learning Technologies, pp. 1-8, 2005.
[21] Y. Lan and Y. Sie, "Using RSS to support mobile learning based on
media richness theory", Computers & Education, vol. 55, pp. 723-732,
2010.
[22] E. Guba and Y. Lincoln, "Naturalistic inquiry", SAGE Publications,
2000.
[23] S. Martin, G. Diaz, E. Sancristobal, R. Gil, M. Castro and J. Peire, "New
technology trends in education: Seven years of forecasts and
convergence", Computers & Education, vol. 57, pp. 1893-1906, 2011.
[24] P. Mishra and M. Koehler, "Technological pedagogical content
knowledge: a framework for teacher knowledge", Teacher College
Record, vol. 108, pp. 1017-1054, 2006.
[25] L. F. Motiwalla, "Mobile learning: a framework and evaluation",
Computers & Education, vol. 49, pp. 581-596, 2007.
[26] M. Ocak, "Blend or not to blend: a study investigating faculty members
perceptions of blended learning", World Journal on Educational
Technology, vol. 2, pp. 196-205, 2010.
[27] B. Oliver, "Mobile blogging, ÔÇÿSkyping- and podcasting: Targeting
undergraduates- communication skills in transnational learning
contexts" Microlearning, vol. 107, pp. 587-600, 2005.
[28] F. Ozdamli, "Pedagogical framework of m-learning", Social and
Behavioral Sciences, vol. 31, pp. 927-931, 2011.
[29] N. C. Ozuorcun and F. Tabak, "Is M-learning versus E-learning or are
they supporting each other?", Social and Behavioural Sciences, vol. 46,
pp. 299-305, 2012.
[30] D. Passey, C. Rogers, J. Machell and G. McHugh, "The motivational
effect of ICT on pupils", http://www.dfes.gov.uk/research/data/uploadfil
es/RR523new.pdf, 2008.
[31] J. Pellegrino, S. Goldman, M. Bertenthal and K. Lawless, "Teacher
education and technology: initial results from the "What Works and
Why" project", Yearbook of the National Society for the Study of
Education, vol. 106, pp. 52-86, 2007.
[32] Y. Punie, "Learning spaces: an ICT-enabled model of future learning in
the knowledge-based society", European Journal of Education, vol. 42,
pp. 185-199, 2007.
[33] G. Siemens, "Connectivism: A Learning Theory for the Digital Age",
http://www.elearnspace.org/Articles/connectivism.htm, 2004.
[34] J. Simuth and I. Sarmany-Schuller, "Principles for e-pedagogy", Social
and Behavioral Sciences, vol. 46, pp. 4454-4456, 2012.
[35] K. Ullrich, "Constructivism and the 5 E model science lesson",
http://cte.jhu.edu/techacademy/fellows/Ullrich/webquest/mkuindex.htm,
2008.
[36] T. Volery and D. Lord, "Critical success factors in online education",
International Journal of Educational Management, vol. 14, pp. 216-223,
2000.
[37] W. Wu, Y.J. Wu, C. Chen, H. Kao and C. Lin, "Review of trends from
mobile learning studies: A meta-analysis", Computers & Education, vol.
59, pp. 817-827, 2012.
[1] F. N. Al-Fahad, "Students- attitudes and perceptions towards the
effectiveness of mobile learning in King Saud University, Saudi
Arabia", The Turkish Online Journal of Educational Technology, vol. 8,
pp. 111-119, 2009.
[2] L. Amhag and A. Jakobsson, "Collaborative learning as a collective
competence when students use the potential meaning in asynchronous
dialogues", Computers & Education, vol. 52, pp. 656-667, 2009.
[3] N. Baya-a and W. Daher, W., "Learning mathematics in an authentic
mobile environment: the Perceptions of Students", International Journal
of Interactive Mobile Technologies, vol. 3, pp. 6-14, 2009.
[4] V. Braun and V. Clarke, "Using thematic analysis in psychology",
Qualitative Research in Psychology, vol. 3, pp. 77-101, 2006.
[5] V. Catoni, M. Cellario and M. Porta, "Perspectives and challenges in elearning:
Towards natural interaction paradigms", Journal of Visual
Languages and Computing, vol. 5, pp. 333-345, 2004.
[6] C. Chen, "The implementation and evaluation of a mobile self- and peerassessment
system", Computers & Education, vol. 55, pp. 229-236,
2010.
[7] C. M. Chen, and S. H. Hsu, "Personalized intelligent mobile learning
system for supporting effective English learning", Educational
Technology & Society, vol. 11, pp. 153-180, 2008.
[8] D. Churchill and N. Churchill, "Educational affordances of PDAs" a
study of a teacher-s exploration of this technology", Computer &
Education, vol. 50, pp. 1439-1450, 2008.
[9] J.W. Creswell, "Educational research: Planning, conducting, and
evaluating quantitative and qualitative research", Pearson Education.
[10] M. Dimitrova, M. Mimirinis and A. Murphy, "Evaluating the flexibility
of a pedagogical framework for e-Learning", In Proceedings of the IEEE
international conference on advanced learning technologies, pp. 291-
295, 2004.
[11] L. Dirckinck-Holmfeld and A. Lorentsen, "Transforming university
practice through ICT - integrated prespectives on organizational,
technological, and pedagogical change" Interactive Learning
environments, vol. 11, pp. 91-110, 2003.
[12] C. Evans, "The effectiveness of m-learning in the form of podcast
revision lectures in higher education", Computers & Education, vol. 50,
pp. 491-498, 2008.
[13] J. Gilbert, S. Morton and J. Rowley, "e-learning: the student
experience", British Journal of Educational Technology, vol. 38, pp. P.
Goodyear and R. Ellis, "University students- approaches to learning"
rethinking the place of technology", Distance Education, vol. 29, p. 141-
152, 2008.
[14] A. Granic, C. Mifsud and M. Cukusic, "Design, implementation and
validation of a Europe-wide pedagogical framework for e-learning",
Computers & Education, vol. 53, pp. 1052-1081, 2009.
[15] D. Hayes, "ICT and learning: Lessons from Australian classrooms"
Computers and Education, vol. 49, pp. 385-395, 2007.
[16] B. Hayward, C. Alty, S. Pearson, and C.Martin, "Young people and ICT
2002: Findings from a survey conducted in autumn 2002",
http://www.becta.org.uk/research, 2008.
[17] J. Hedberg and K. Freebody, "Towards a disruptive pedagogy:
Classroom practices that combine interactive whiteboards with TLF
digital content", Retrieved 12 October 2012,
http://www.thelearningfederation.edu.au/verve/_resources/towards_a_di
sruptive_pedagogy.pdf, 2007.
[18] M. T. Keeton, "Best online instructional practices: Report of phase 1 of
ongoing study", Journal of Asynchronous Learning Networks, pp.75-
100, 2004.
[19] T. Kelly and D. Bauer, "Managing intellectual capital via e-learning at
Cisco", In C. Holsapple, Handbook on knowledge management 2:
Knowledge directions, Springer, pp. 511-532, 2004.
[20] D. Ktoridou and N. Eteokleous, "Adaptive m-learning: technological
and pedagogical aspects considered in Cyprus tertiary education",
Recent Research Development in Learning Technologies, pp. 1-8, 2005.
[21] Y. Lan and Y. Sie, "Using RSS to support mobile learning based on
media richness theory", Computers & Education, vol. 55, pp. 723-732,
2010.
[22] E. Guba and Y. Lincoln, "Naturalistic inquiry", SAGE Publications,
2000.
[23] S. Martin, G. Diaz, E. Sancristobal, R. Gil, M. Castro and J. Peire, "New
technology trends in education: Seven years of forecasts and
convergence", Computers & Education, vol. 57, pp. 1893-1906, 2011.
[24] P. Mishra and M. Koehler, "Technological pedagogical content
knowledge: a framework for teacher knowledge", Teacher College
Record, vol. 108, pp. 1017-1054, 2006.
[25] L. F. Motiwalla, "Mobile learning: a framework and evaluation",
Computers & Education, vol. 49, pp. 581-596, 2007.
[26] M. Ocak, "Blend or not to blend: a study investigating faculty members
perceptions of blended learning", World Journal on Educational
Technology, vol. 2, pp. 196-205, 2010.
[27] B. Oliver, "Mobile blogging, ÔÇÿSkyping- and podcasting: Targeting
undergraduates- communication skills in transnational learning
contexts" Microlearning, vol. 107, pp. 587-600, 2005.
[28] F. Ozdamli, "Pedagogical framework of m-learning", Social and
Behavioral Sciences, vol. 31, pp. 927-931, 2011.
[29] N. C. Ozuorcun and F. Tabak, "Is M-learning versus E-learning or are
they supporting each other?", Social and Behavioural Sciences, vol. 46,
pp. 299-305, 2012.
[30] D. Passey, C. Rogers, J. Machell and G. McHugh, "The motivational
effect of ICT on pupils", http://www.dfes.gov.uk/research/data/uploadfil
es/RR523new.pdf, 2008.
[31] J. Pellegrino, S. Goldman, M. Bertenthal and K. Lawless, "Teacher
education and technology: initial results from the "What Works and
Why" project", Yearbook of the National Society for the Study of
Education, vol. 106, pp. 52-86, 2007.
[32] Y. Punie, "Learning spaces: an ICT-enabled model of future learning in
the knowledge-based society", European Journal of Education, vol. 42,
pp. 185-199, 2007.
[33] G. Siemens, "Connectivism: A Learning Theory for the Digital Age",
http://www.elearnspace.org/Articles/connectivism.htm, 2004.
[34] J. Simuth and I. Sarmany-Schuller, "Principles for e-pedagogy", Social
and Behavioral Sciences, vol. 46, pp. 4454-4456, 2012.
[35] K. Ullrich, "Constructivism and the 5 E model science lesson",
http://cte.jhu.edu/techacademy/fellows/Ullrich/webquest/mkuindex.htm,
2008.
[36] T. Volery and D. Lord, "Critical success factors in online education",
International Journal of Educational Management, vol. 14, pp. 216-223,
2000.
[37] W. Wu, Y.J. Wu, C. Chen, H. Kao and C. Lin, "Review of trends from
mobile learning studies: A meta-analysis", Computers & Education, vol.
59, pp. 817-827, 2012.
@article{"International Journal of Business, Human and Social Sciences:54384", author = "Conradie and P.W. and Lombard and A. and Moller and M.", title = "Learners- Perceptions of Mobile Devices for Learning in Higher Education - Towards a Mobile Learning Pedagogical Framework", abstract = "The dramatic effect of information technology on
society is undeniable. In education, it is evident in the use of terms
like active learning, blended learning, electronic learning and mobile
learning (ubiquitous learning). This study explores the perceptions of
54 learners in a higher education institution regarding the use of
mobile devices in a third year module. Using semi-structured
interviews, it was found that mobile devices had a positive impact on
learner motivation, engagement and enjoyment. It also improved the
consistency of learning material, and the convenience and flexibility
(anywhere, anytime) of learning. User-interfacelimitation, bandwidth
and cognitive overload, however, were of concern. The use of cloud
based resources like Youtube and Google Docs, through mobile
devices, positively influenced learner perceptions, making them
prosumers (both consumers and producers) of education content.", keywords = "Active learning, education, mobile learning,
pedagogy.", volume = "7", number = "1", pages = "72-6", }
