The introduction of mobile learning in higher education institutions (HEIs) in Malaysia is an instinctive course of action in response to the high increase in rates of mobile phone ownership amongst higher education (HE) students. Mobile learning encapsulates learning opportunities undertaken with the usage of the students’ mobile phones. This study aims to explore how mobile learning activities, developed using social constructivist learning principles, can support undergraduate students learning in the context of the study. It identifies the learning opportunities that the different mobile learning activities provide as well as exploring issues and challenges in implementing these mobile learning activities. The results derived from this research are used to inform the development of pedagogical design guidelines for engaging Malaysian HE students via mobile learning activities to support a specific course. As depicted by interpretive paradigm upon which this study is founded, the students’ voices are emphasised as it is justified that the students’ participation is essential to move the technology in directions that they prefer. The methodology is design-based research (DBR) which emphasises the need for cyclic intervention and analysis as part of the research process. Hence, there were two stages of data collection which were designed to explore the students’ perspective on the mobile learning activities. The methods of data collection include a questionnaire (145), students’ blog posts (145) and online interviews (9). The study was implemented with two cohorts of student teachers over a period of two years. The findings of this study indicate that Malaysian HE students are prepared to accept mobile learning to support their study. However, educators must also be wary of issues such as the students’ familiarity in using the selected mobile application. There are several types of mobile learning activities which could be offered namely; contextual, reflective, collaborative, multiple-medium, communication and learning-management. This study contributes to the body of knowledge by providing a) conceptual benchmarks for future studies in the area of mobile learning and learning design, b) a rich insight into the mobile learning development in Malaysian HEIs, c) social constructivist pedagogical guideline considerations, and d) tactical advice for HE practitioners in considering mobile learning.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:575067 |
| Date | January 2013 |
| Creators | Baharom, S. |
| Publisher | University of Salford |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://usir.salford.ac.uk/28385/ |
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