SlideShare a Scribd company logo
Mobile Learning:  A Framework and Evaluation Presented By:  ADOR GROUP
Paper Summary Explores  the extension of  e-learning into  wireless/handheld devices with the help of  mobile-learning (m-learning) framework . Explores  the integration of  m-technology in distance learning  (SMS, WAP, WML etc.) or traditional classroom environments. M-learning is an add-value element  of existing learning model.
Social constructive theory  (Brown & Campione, 1996) Learners has to act and reflect in an learning environment. Conversation theory  (Pask, 1975)   Learning to be successful requires continuous 2-way conversions and interactions. Paper Summary
Research Questions What is the problem for the study?  What procedures did the experimenter use for the study?  What were the major conclusions for the study?  How would you classify the study, according to the six types of research studies we looked at in this lesson?
What is the problem for the study? Related Work The reason of  m-learning  that may  NOT  have been  widely used in education nowadays. Use of  SMS technology as collaboration tools  for m-learning.
What is the problem for the study? A Mobile Learning Framework Mobile Connectivity anytime-anyplace which PC is immobile. E-learning individualized, learner-centered, situated, collaborative and continuing (support both theories previous stated) Framework “Push” and “Pull” mechanisms.
What is the problem for the study? Mobile Learning Applications Information and content delivery presenting the materials in difference media, parallel access paths, and assessments via computer logs and software packages. Communication and interaction process usage of synchronous and asynchronous communication tools for idea sharing. ICT alters the roles of students and instructors.
Experiment Background –  Prototype m-Learning environment 3 courses during two semester. Purchase a few popular mobile devices & applications. M-Learing environment “wapsite” “ wapsite” with RSS news alerts. Discussion board. Chat room.
Experiment Background –  Implementation background Customizing  commercial  mobile software . M-Learning applications  developed via WAP  (wireless access protocol) WAP supported  mobile device from a  “wapsite”/website . Students  are required to  authenticate  before accessing the course materials. Students & instructors  can  interact  with course materials either from PC or W/H (wireless handheld devices). Instructors  have an administrative right for  configuration & monitoring  the course contents and students’ access log.
Experiment Background –  “wapsite” and m-Learning application architecture Course Contents Discussion Forums Provide Data Access Services for WAP Phone
Experiment Procedure Phase II: 44 undergraduate students. 3 weeks to access and discuss the class materials. Same requirement in phase I. Students need to give their perceptions on the potential role of m-Learning system (MLS) in learning. Students need to feedback and foresee wireless devices for e-learning under 5-point Likert scale.  Phase I: 19 undergraduate students. Implement in elective course. 2.1  if NO WAP phone/internet data services,  students need to download simulator software to access materials on PC. Students need to login course website & “wapsite” to access materials and interact with peers and instructor. 3.1  System logged students usage and check whether they accessed website or “wapsite” or not. Participation grade will grant and students need to access “wapsite” at least 10 times. Two phases implementation during two semesters and using 5-point Likert scale  (5=Strongly agree, 3=Neutral, 1=Strongly disagree)  and literature review for evaluation.
Qualitative Research Perspective – Phase I & II   Students dislike slow connection speeds, response times, lack of pictures and visual stimulation for mobile learning application.  × Students like the convenience, ease of use, and allow them to utilize any dead-time for productive learning activity.  × Students find the flexibility of W/H devices useful for learning.  × Students think MLS used for pull media more than interactive.   Students satisfied with MLS application.   Students are much more experienced with SMS messaging and cell phones.  × Students foresee MLS is potentially useful tool for learning.   Students think MLS is easy to use.   Students think mobile phone keypad & screens very difficult while navigating, reading and typing their messages. Phase II Phase I
Experiment Result – Phase I Quantitative Data Survey questions.
Experiment Result – Phase II Quantitative Data Survey questions.
Experimenter Research Limitations Small sample size. Limited MLS functions. Limited visual interface. Problem of navigational capabilities. Students biased perception. Small sample size. Limitation for wireless network service used for m-Learning. Limitation of technology. information and interaction overload. Same situations in phase I. Phase I Phase II
What were the major conclusions & future study? Research results can  help to next mobile learning research  phase.   This results can  evaluate the students learning outcomes  with  use of mobile learning and know the role of mobile learning in higher education. The  major problem  of m-Learning is information and  interaction overload . But, adult learner to minimize their unproductive time and enhance their work-life-education balance. Most  constructive learning and conversation theories  can be  applied for  m-Learning .  M-Learning technology has value-added features  (i.e. alerts, personalized agents/discussion utilities) for learning pedagogy. But, technology is one of the major barriers such as screen size and keypad.
How would you classify the study, according to the six types of research studies we looked at in this lesson? This study is  Descriptive Research . Hypothesis is introduced at the start, and use the data to develop the hypothesis. The data is from:  2 semesters with a total of 63 students from undergraduate and graduate courses at University of Massachusetts. Survey was done to collect the data. The points is supported by the references. The Hypothesis is developed after the conclusion.

More Related Content

PPT
Article Review(Serious Researchers)
PPS
Evaluation in educational technology
DOCX
Power point journal
PDF
Analysis Of Mobile Learning as an Innovation in Higher Education –
PPTX
Analytical review of the literature on SRL using web-based technologies
DOCX
Summary of two evaluation studies in educational technology
PPTX
Thesis proposal
PDF
Evaluation and technologies 1
Article Review(Serious Researchers)
Evaluation in educational technology
Power point journal
Analysis Of Mobile Learning as an Innovation in Higher Education –
Analytical review of the literature on SRL using web-based technologies
Summary of two evaluation studies in educational technology
Thesis proposal
Evaluation and technologies 1

What's hot (19)

PPT
Technology is Our Future
PPTX
Clickers in the classroom
PPT
Altc 2010 paper_0188_cb_dh
PPTX
Clickers in the classroom
PPTX
Consultant
PPT
COET3A1.Powerpoint Presentation
PPTX
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...
PPT
Introduction to evaluation in educational technology
PPTX
Enhancers and challenges to impactful mobile learning
DOCX
Chapter123final
PPTX
2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»
PDF
Diversity in utilization of programming languages among State Universities an...
PPTX
HICOE 2017
PPT
Comparative and Non-Comparative Evaluation Studies
PPTX
PDF
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...
PPT
Moodle Platform to Support Interactive eLearning at GJU
PPTX
The Path Already Taken: Technological and
PPTX
Seda paper 2011
Technology is Our Future
Clickers in the classroom
Altc 2010 paper_0188_cb_dh
Clickers in the classroom
Consultant
COET3A1.Powerpoint Presentation
Mobile Technologies as Course Research Tools - BEA 2014 Presentation by Dr. D...
Introduction to evaluation in educational technology
Enhancers and challenges to impactful mobile learning
Chapter123final
2021_05_21 «Failure to Disrupt: Why Technology Alone Can't Transform Education»
Diversity in utilization of programming languages among State Universities an...
HICOE 2017
Comparative and Non-Comparative Evaluation Studies
TRA 2010: Identifying Effective Formative Assessment Practices and Feedback P...
Moodle Platform to Support Interactive eLearning at GJU
The Path Already Taken: Technological and
Seda paper 2011
Ad

Similar to Mobile Learning Framework & Evaluation (20)

PDF
The_Effectiveness_of_Using_Mobile_Learning_Techniq.pdf
PDF
Action Model
PPTX
Qualitative research
DOCX
An analysis of Mobile Learning Implementation in Shinas College of Technology...
PPTX
It electronic group
PDF
Review Of A De Technology (Report)
PPT
RMIT eLearning Advancement Program
DOCX
M-Learning
DOCX
M-Learning
PPTX
M Learning
PDF
A TOUR OF THE STUDENT’S E-LEARNING PUDDLE
PDF
AN ADAPTIVE AND INTELLIGENT TUTOR BY EXPERT SYSTEMS FOR MOBILE DEVICES
PDF
AN ADAPTIVE AND INTELLIGENT TUTOR BY EXPERT SYSTEMS FOR MOBILE DEVICES
PDF
AN ADAPTIVE AND INTELLIGENT TUTOR BY EXPERT SYSTEMS FOR MOBILE DEVICES
PDF
THE WEB-BASED EDUCATION JOURNEY: A CONSTANT LIFELINE
PDF
Designing An Effective Mobile-learning Model By Integrating Student Culture
PPT
Nomination for social media in education award
PPTX
Presentation Research and Web Tool to Share
DOCX
Research+proposal
DOCX
Assessment 3 EssayLength1500 wordsWeighting45This la.docx
The_Effectiveness_of_Using_Mobile_Learning_Techniq.pdf
Action Model
Qualitative research
An analysis of Mobile Learning Implementation in Shinas College of Technology...
It electronic group
Review Of A De Technology (Report)
RMIT eLearning Advancement Program
M-Learning
M-Learning
M Learning
A TOUR OF THE STUDENT’S E-LEARNING PUDDLE
AN ADAPTIVE AND INTELLIGENT TUTOR BY EXPERT SYSTEMS FOR MOBILE DEVICES
AN ADAPTIVE AND INTELLIGENT TUTOR BY EXPERT SYSTEMS FOR MOBILE DEVICES
AN ADAPTIVE AND INTELLIGENT TUTOR BY EXPERT SYSTEMS FOR MOBILE DEVICES
THE WEB-BASED EDUCATION JOURNEY: A CONSTANT LIFELINE
Designing An Effective Mobile-learning Model By Integrating Student Culture
Nomination for social media in education award
Presentation Research and Web Tool to Share
Research+proposal
Assessment 3 EssayLength1500 wordsWeighting45This la.docx
Ad

Recently uploaded (20)

PPTX
Unilever_Financial_Analysis_Presentation.pptx
PDF
Mathematical Economics 23lec03slides.pdf
PDF
THE EFFECT OF FOREIGN AID ON ECONOMIC GROWTH IN ETHIOPIA
PPT
KPMG FA Benefits Report_FINAL_Jan 27_2010.ppt
PDF
caregiving tools.pdf...........................
PDF
Q2 2025 :Lundin Gold Conference Call Presentation_Final.pdf
PDF
ECONOMICS AND ENTREPRENEURS LESSONSS AND
PDF
Buy Verified Stripe Accounts for Sale - Secure and.pdf
PDF
Dialnet-DynamicHedgingOfPricesOfNaturalGasInMexico-8788871.pdf
PPTX
social-studies-subject-for-high-school-globalization.pptx
PDF
Why Ignoring Passive Income for Retirees Could Cost You Big.pdf
PDF
Understanding University Research Expenditures (1)_compressed.pdf
PDF
discourse-2025-02-building-a-trillion-dollar-dream.pdf
PDF
5a An Age-Based, Three-Dimensional Distribution Model Incorporating Sequence ...
PPTX
EABDM Slides for Indifference curve.pptx
PPT
E commerce busin and some important issues
PDF
Chapter 9 IFRS Ed-Ed4_2020 Intermediate Accounting
PPTX
Who’s winning the race to be the world’s first trillionaire.pptx
PPTX
introuction to banking- Types of Payment Methods
PPTX
kyc aml guideline a detailed pt onthat.pptx
Unilever_Financial_Analysis_Presentation.pptx
Mathematical Economics 23lec03slides.pdf
THE EFFECT OF FOREIGN AID ON ECONOMIC GROWTH IN ETHIOPIA
KPMG FA Benefits Report_FINAL_Jan 27_2010.ppt
caregiving tools.pdf...........................
Q2 2025 :Lundin Gold Conference Call Presentation_Final.pdf
ECONOMICS AND ENTREPRENEURS LESSONSS AND
Buy Verified Stripe Accounts for Sale - Secure and.pdf
Dialnet-DynamicHedgingOfPricesOfNaturalGasInMexico-8788871.pdf
social-studies-subject-for-high-school-globalization.pptx
Why Ignoring Passive Income for Retirees Could Cost You Big.pdf
Understanding University Research Expenditures (1)_compressed.pdf
discourse-2025-02-building-a-trillion-dollar-dream.pdf
5a An Age-Based, Three-Dimensional Distribution Model Incorporating Sequence ...
EABDM Slides for Indifference curve.pptx
E commerce busin and some important issues
Chapter 9 IFRS Ed-Ed4_2020 Intermediate Accounting
Who’s winning the race to be the world’s first trillionaire.pptx
introuction to banking- Types of Payment Methods
kyc aml guideline a detailed pt onthat.pptx

Mobile Learning Framework & Evaluation

  • 1. Mobile Learning: A Framework and Evaluation Presented By: ADOR GROUP
  • 2. Paper Summary Explores the extension of e-learning into wireless/handheld devices with the help of mobile-learning (m-learning) framework . Explores the integration of m-technology in distance learning (SMS, WAP, WML etc.) or traditional classroom environments. M-learning is an add-value element of existing learning model.
  • 3. Social constructive theory (Brown & Campione, 1996) Learners has to act and reflect in an learning environment. Conversation theory (Pask, 1975) Learning to be successful requires continuous 2-way conversions and interactions. Paper Summary
  • 4. Research Questions What is the problem for the study? What procedures did the experimenter use for the study? What were the major conclusions for the study? How would you classify the study, according to the six types of research studies we looked at in this lesson?
  • 5. What is the problem for the study? Related Work The reason of m-learning that may NOT have been widely used in education nowadays. Use of SMS technology as collaboration tools for m-learning.
  • 6. What is the problem for the study? A Mobile Learning Framework Mobile Connectivity anytime-anyplace which PC is immobile. E-learning individualized, learner-centered, situated, collaborative and continuing (support both theories previous stated) Framework “Push” and “Pull” mechanisms.
  • 7. What is the problem for the study? Mobile Learning Applications Information and content delivery presenting the materials in difference media, parallel access paths, and assessments via computer logs and software packages. Communication and interaction process usage of synchronous and asynchronous communication tools for idea sharing. ICT alters the roles of students and instructors.
  • 8. Experiment Background – Prototype m-Learning environment 3 courses during two semester. Purchase a few popular mobile devices & applications. M-Learing environment “wapsite” “ wapsite” with RSS news alerts. Discussion board. Chat room.
  • 9. Experiment Background – Implementation background Customizing commercial mobile software . M-Learning applications developed via WAP (wireless access protocol) WAP supported mobile device from a “wapsite”/website . Students are required to authenticate before accessing the course materials. Students & instructors can interact with course materials either from PC or W/H (wireless handheld devices). Instructors have an administrative right for configuration & monitoring the course contents and students’ access log.
  • 10. Experiment Background – “wapsite” and m-Learning application architecture Course Contents Discussion Forums Provide Data Access Services for WAP Phone
  • 11. Experiment Procedure Phase II: 44 undergraduate students. 3 weeks to access and discuss the class materials. Same requirement in phase I. Students need to give their perceptions on the potential role of m-Learning system (MLS) in learning. Students need to feedback and foresee wireless devices for e-learning under 5-point Likert scale. Phase I: 19 undergraduate students. Implement in elective course. 2.1 if NO WAP phone/internet data services, students need to download simulator software to access materials on PC. Students need to login course website & “wapsite” to access materials and interact with peers and instructor. 3.1 System logged students usage and check whether they accessed website or “wapsite” or not. Participation grade will grant and students need to access “wapsite” at least 10 times. Two phases implementation during two semesters and using 5-point Likert scale (5=Strongly agree, 3=Neutral, 1=Strongly disagree) and literature review for evaluation.
  • 12. Qualitative Research Perspective – Phase I & II   Students dislike slow connection speeds, response times, lack of pictures and visual stimulation for mobile learning application.  × Students like the convenience, ease of use, and allow them to utilize any dead-time for productive learning activity.  × Students find the flexibility of W/H devices useful for learning.  × Students think MLS used for pull media more than interactive.   Students satisfied with MLS application.   Students are much more experienced with SMS messaging and cell phones.  × Students foresee MLS is potentially useful tool for learning.   Students think MLS is easy to use.   Students think mobile phone keypad & screens very difficult while navigating, reading and typing their messages. Phase II Phase I
  • 13. Experiment Result – Phase I Quantitative Data Survey questions.
  • 14. Experiment Result – Phase II Quantitative Data Survey questions.
  • 15. Experimenter Research Limitations Small sample size. Limited MLS functions. Limited visual interface. Problem of navigational capabilities. Students biased perception. Small sample size. Limitation for wireless network service used for m-Learning. Limitation of technology. information and interaction overload. Same situations in phase I. Phase I Phase II
  • 16. What were the major conclusions & future study? Research results can help to next mobile learning research phase. This results can evaluate the students learning outcomes with use of mobile learning and know the role of mobile learning in higher education. The major problem of m-Learning is information and interaction overload . But, adult learner to minimize their unproductive time and enhance their work-life-education balance. Most constructive learning and conversation theories can be applied for m-Learning . M-Learning technology has value-added features (i.e. alerts, personalized agents/discussion utilities) for learning pedagogy. But, technology is one of the major barriers such as screen size and keypad.
  • 17. How would you classify the study, according to the six types of research studies we looked at in this lesson? This study is Descriptive Research . Hypothesis is introduced at the start, and use the data to develop the hypothesis. The data is from: 2 semesters with a total of 63 students from undergraduate and graduate courses at University of Massachusetts. Survey was done to collect the data. The points is supported by the references. The Hypothesis is developed after the conclusion.