The main data collection tools for this multiple case study were the student survey (Appendix C) and lecturer survey (Appendix D), which aimed to collect information to address the research questions detailed in Chapter 1. Both the student and lecturer surveys were informed by the set of factors influencing m-learning identified from the literature (Table 2.3), and the set of proposed key components of m-learning (Table 2.6) resulting from the review of three contemporary m-learning models: the TMML, PLM and FRAME.
For the selected case studies, the researcher sought data from students and their lecturers via online surveys. The option to include subsequent interviews with lecturers was included but not ultimately required. As detailed in Chapter 3, seven cases were sourced from three Australian universities and participation in the study was supported by the universities and academics responsible for the units.
Students who used a laptop computer for study purposes were invited to participate in the study by completing an online survey in the second half of the first teaching period of 2008. Completion of the survey was voluntary and anonymous, and took
approximately 15 minutes. The timing of the survey allowed for students to report on their m-learning experiences during the teaching period; however, it avoided the final weeks of the teaching period when lecture attendance and participation may have decreased. The item pools used to measure the proposed factors influencing
m-learning were validated by an exploratory factor analysis. The results and impact of the factor analysis on the constructs used in the data analysis are reported in
Chapter 5.
The lecturers participating in this study were invited to complete an online survey which took approximately 20-25 minutes to complete. Details of the lecturer survey are provided in Section 4.5 and the survey is in Appendix D.
4.3.2 Data Collection Procedures
Both the student and lecturer surveys were developed and administered through a commercial online survey tool, SurveyMonkey™ (http://www.surveymonkey.com/),
which allowed for a single survey to be deployed to multiple case groups through individual ‘collectors’. The SurveyMonkey™ collector feature allowed for the data for each case study to be accessed and downloaded individually, and for the aggregated set of data for all cases to be accessed as a single data file.
The online student survey was pilot tested by six postgraduate students and the lecturer survey was tested by two lecturers. Minor changes to both the student and lecturer surveys were made based on the feedback received: rearranging the sequence of questions to improve flow, adding instructions to streamline navigation and in several questions, amending ambiguous or unclear instructions.
On the pre-arranged survey deployment dates students were sent an email, or
message via their unit’s LMS site, inviting them to participate in the survey. Each case group was provided with a link to the appropriate SurveyMonkey™ collector for their unit. Survey closing dates were included in the initial email or message, with follow up reminders sent to ensure that all students were aware of the final date for their
contributions.
As an incentive, students were offered the chance to win a prize of an Apple iPod
®
. Since the survey was anonymous, students who completed the survey were provided with a link on the final screen of the survey to another website with a prize entry form where they could leave their contact details to be included in the draw. This ensured that their personal details were not captured with their data, or in a way that could bedirectly associated with their data. When the survey collection period ended, a prize draw took place and an Apple iPod
®
was awarded to the winner.4.3.3 Ethical Considerations
The research study involved gathering information from both students and academics at three different universities. Consent was required from participating lecturers to permit access to their students and to elicit their support in participating in the study by completing a survey and subsequent interviews if required. Student consent was essential for participation in the survey, and students were assured their responses were anonymous. An ethics application was submitted in early 2008 to the Murdoch University and Edith Cowan University Human Research Ethics Committees, and ethics approval was received from Murdoch University in February 2008 and Edith Cowan University in April 2008. Ethics approval was received from Charles Darwin University in May 2008 based on approval from Murdoch University and Edith Cowan University.
The online student survey was designed to ensure that no identifying information was collected with the data and lecturers did not have access to the data. An information letter and consent form was developed for each case study and the student
participants’ information letter and consent form were embedded in the online survey (Appendix C). Students could not complete the online survey unless they opted in by selecting the consent option. Participation in the study was voluntary. As mentioned previously, students who completed the survey were provided with a link to an
alternative web-based site where they could provide an email address for inclusion in a prize draw, an incentive for participating in the research project, and there was no direct association of the student data and prize draw details.
Lecturer consent was formally acquired through an online survey which included an information letter about the study and a consent form (Appendix D). Access to the survey was dependent on their selecting the ‘I Agree’ option thus consenting to participate in the research activity. Lecturers were advised that they could withdraw from the study at any time and that all information would be confidential and no identifying information would be published.
All data relating to both students and lecturers were stored electronically in a
password protected format and accessible only to the researcher. All print-based data were stored at the researcher’s off-campus office in a secure filing cabinet.
4.3.4 Data Collection Timeline
Data collection was conducted in three main phases as illustrated in Figure 4.1.
Figure 4.1: Data collection timeline
Lecturers associated with the units were approached in early 2008 and invited to participate in the study and, if their unit met the criteria for inclusion in the study, they were included in the study. This was followed by a three-stage release of online
surveys to the participants, depending on the individual teaching period (semester) structures at each of the universities: ECU, CDU and MU. The final phase of the main data collection activities involved the deployment of the lecturer surveys in the latter part of the university year.