MOBILE LEARNING READINESS AMONG STUDENTS WITH

DIFFERENT SPECIALISATIONS AT IIUMDr. Mohd Feham Md. Ghalib

IIUM

Group “SoTL SYMPOSIUM”

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 - READINESS • Smartphone ownership

3%

97%

RESULTS - MOBILE FACILITIES

Univ. Wifi & Broadband15%

Broadband8%

Univ. Wifi78%

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

THANK YOU & WASSALAM