Mobile Learning Readiness among Students with Different Specialisations at IIUM
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The study examines mobile learning readiness among IIUM students, highlighting their preferences, device ownership, and expectations regarding mobile learning. Results indicate a high readiness for mobile learning, especially in non-Arabic majors, with students favoring activities like surfing the internet and using social networks. Recommendations include enhancing mobile learning facilities and offering affordable broadband packages to support this learning approach.
Mobile Learning Readiness among Students with Different Specialisations at IIUM
- 1. MOBILE LEARNING READINESS AMONG STUDENTS WITH DIFFERENT SPECIALISATIONS AT IIUM Dr. Mohd Feham Md. Ghalib IIUM
- 3. 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)
- 4. 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).
- 5. 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.
- 6. 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
- 7. 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.
- 8. METHODOLOGY • The survey method was used as a basis of the research design. • A questionnaire consists of 17 items (8Yes-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
- 9. 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
- 10. RESULTS - DEMOGRAPHIC DATA Gender Female 14% Male 86% Year of Study 4thYear 15% 3rdYear 15% 2ndYear 18% 1stYear 52% Specialisation Non-Arabic Major 32% Arabic Major 68%
- 11. RESULTS - READINESS • Smartphone ownership 3% 97%
- 12. RESULTS - MOBILE FACILITIES Univ.Wifi & Broadband 15% Broadband 8% Univ.Wifi 78%
- 13. RESULTS - MOBILE FACILITIES Others 7% Streamy/Unifi 6% Umobile 13% Maxis 24% Digi 6% Celcom 44% Others 6% Android 86% iOS 8%
- 14. RESULTS - PREFERENCES Surf 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 87 115 91 146 148 127 77 152
- 15. RESULTS - EXPECTATIONS 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 3.4 3.525 3.65 3.775 3.9 3.71 3.89 3.6 3.68 3.59 3.78 3.75 3.7 3.54
- 16. 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 1 0.6 0.8 0.74 0.96 0.9 0.86 0.62 0.98 0.51 0.69 0.5 0.91 0.94 0.78 0.42 0.94 Arabic Non-Arabic
- 17. 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 4.1 3.8 4.02 3.82 3.82 3.8 3.98 3.92 3.7 3.8 3.67 3.83 3.5 3.61 3.5 3.68 3.67 3.7 3.42 Arabic Non-Arabic
- 18. 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
- 19. 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