Dr.Rukmini Jamdar, Assistant professor, SevaSadan‘sCollege of Education, Ulhasnagar-3, India.
Abstract
In the recent times,, mobile technology has become a leading technology in the support of educational outcomes. The researcher has undertaken a descriptive research using survey method.This study investigated the mobile learning practices among the higher secondary students in Ulhasnagar area. The objectives were to explore the availability of mobile technology for learning; its costs; learning trends, institutional policies, and opinion towards mobile learning. These factors would be explored to identify implications for pedagogical applications. The study adopted qualitative survey, in which the quantitative data were collected by using a questionnaire with a sample of 60 students from three junior colleges The findings of the research would pave way for the teachers and institutions to take the necessary actions and steps for providing guidance to students about the effective uses of mobile technology because successful use of technology in learning largely depends on appropriate pedagogy and teacher support. Keywords: Mobile learning; higher education
Mobile learning (m-learning) is education via the Internet or network using personal mobile devices, such as tablets and smartphones to obtain learning materials through mobile apps, social interactions and online educational hubs. It is flexible, allowing students access to education anywhere, anytime.Mobile learning provides a way for educational institutions to deliver knowledge and educational content to students on any platform, anyplace and at the time of need. Students use mobile apps and tools to complete and upload assignments to teachers, download course instruction and work in online social groups to complete tasks. The phrase mobile learning is most often used to describe the technology — the mobile devices and apps used in the classroom, however it may also be used to describe the support of always-on learning with mobile technology.A mobile learning activity is classified as this type when 1) the learners have more psychological and communication space with their instructor or institutional support; 2) the learners are involved in group learning or projects where they communicate, negotiate, and collaborate with each other; 3) learning materials or the rules of activity are delivered from the predetermined program through mobile devices; and 4) transactions mainly occur among learners, and the instructor or teacher has minimal involvement in facilitating the group activity (Park, 2011).
Importance of mobile learning: Mobile learning (m-learning) happens on a smaller form-factor (screen) than conventional desktop e-learning and is often undertaken by people on the go.This has encouraged instructional designers to embrace a bite-sized learning paradigm, i.e., smaller, specific learning sessions that are easy to digest, than they might design for a more conventional e-learning audience. This highly granular approach gives m-learners great flexibility in what they learn and when they learn it. They don‘t have to spend an hour going through a comprehensive course when they have access to a five-minute video that tells them the specific thing(s) they need to know.And this can happen on a device that learners are comfortable using, that‘s always with them, always on—and increasingly one that their employer doesn‘t have to purchase, maintain or upgrade!
JAN-MAR, 2018, VOL-7/37 Page 147 1. Learning Flexibility: Online learning created flexibility by eliminating the need for learning to happen at a set time and a set place. Now mobile takes learning flexibility even further by making instructional content such as videos, podcasts, and other multimedia formats available on smartphones and tablets. What‘s more, learners have the added flexibility of being able to access this content on their mobile devices whenever and wherever they want.
2. Improved Completion And Retention Rates: Learning only happens when instructional content is completed and key points are retained. Mobile learning is designed to create engagement, which leads to course completion. And being that mobile learning is also tailored to fit the device usage habits and learning patterns of today‘s learners, the result is higher rates of retention.
3. Online Learning Communities: Today‘s younger employees enjoy collaborating with others
in the workplace. And mobile devices are important tools for engaging learners towards the establishment of online learning communities where more effective learning can take place. 4. Learning on Multiple Devices: Employee training needs to be convenient. And technology makes it possible for the same e-learning courses to be available on all devices an employee might interact with on a daily basis, from PCs and laptops to tablets and smartphones.
5. Better Performance: Employees prefer learning methods that don‘t disrupt their daily
routines. Information must be made easy to access while at work. The result is the creation of an employee learning habit that supports a higher quality of workplace performance.
6. A Clear Path to Learning: Many of today‘s mobile learning platforms for organizations are
integrated with phone-based learning reminders and organizers. This allows learners to receive ongoing alerts and updates on their courses, which they can check on their smartphones while on the go, anywhere and at any time. Learners can also easily pick up coursework right where they left off, without losing the content they previously studied. This makes for a more personalized learning path than can be achieved in a non-mobile learning platform.
Factors affecting the use of Mobile learning in teaching learning process:
•Administrators and faculty members have different visions about mobile learning. •There is resistance letting students bring devices into the classroom.
•Main concern: mobile devices distract students from learning. (Do they?)
•Concerns are valid: students often do not have the right discipline to develop healthy digital behavior Students‘ mobile learning practices depend on personal factors like age, gender and interest. Type of devices, network availability, battery backup, screen size and resolution, apps and other features available in the devices are some of the technological considerations, which influence actual uses of mobile for learning. Similarly, institutional policy, the nature of curriculum and the assessment system also influence teaching methodology. Other important factors include teachers, parents, and peers‘ support for mobile learning.
Review of relatedliterature: This study was conducted in May 2014, one year prior to the great earthquake in Nepal which badly affected the Gorkha District where this study was conducted. Theoretically, mobile learning takes place at any time anywhere (Kukulska-Hulme& Shield, 2008, cited in Shohel& Power, 2010). However, students‘ time for other activities, such as part time employment, and family commitments might contribute to variation in the mobile learning practices. Cost of devices, call rates, mobile data charges, availability of Wi-Fi for internet connections are some of financial considerations, which might also limit the use of devices.
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Statement of the study: A study of the mobile learning practices among the higher secondary students.
Significance of the study: In a technological era, mobile learning is being practiced in classrooms to supplement teaching learning. However the researcher wanted to investigate whether the higher secondary students use mobiles in the teaching learning process.In this context, investigating students‘ current mobile learning practices will be significant since it will provide some descriptive data for educational policy maker, planners, administrators, and teachers.
Objectives of the study :The main objective of this study was to explore the mobile learning practices of higher secondary students in Ulhasnagar areas. Its other objectives were to explore the availability of technology, financial consideration of mobile learning gadgets, data charge, students‘ affordability, institutional policy and practices, teachers‘ and parental support to students in mobile learning. It also aimed to suggest some implications for teaching learning and research. This study was designed to answer the following research questions: 1. What is the technological and financial readiness for mobile learning among undergraduate students in Ulhasnagar colleges? 2. How do students use their mobile devices for learning? 3. What are their views on mobile learning?
Research designThis research used a mix methods design employing both quantitative and qualitative techniques, as an exploratory and descriptive research project. A student survey was conducted with a questionnaire containing both closed and openended questions. The researcher administered the questionnaire in person to ensure that participants could seek clarification of the questions on the spot. Most of the questions were answered with relevant information.
Sample and sampling method used: the size of the sample was 60 students studying in three different colleges in Ulhasnagar areas. Random sampling method was used to collect the data from both eleventh and twelfth standard students.
Findings of the study: :Quantitative data:
1) Demographical profile of the respondents: The first section of the questionnaires had questions on the background information of the respondents. An analysis of the first section of the questionnaire generated a demographic profile of the respondents, which showed that 90% of the respondents were females and only 10% were male. Their ages ranged from 15 to 18years with a mean age of 17-18 years, their parents qualifications ranged from SSC,HSC,graduate and postgraduate with 35%,20%,26%, and 27% respectively.83% of the student‘s father are working, 17% of the mother‘s of the student‘s are working.
2) Accessibility and cost: The second section of the questionnaire explored students‘ accessibility to mobile technology and financial costs. 75% of the students had a mobile phone. Majority of (75%) had smart mobile phones and (25%) had basic mobile phones. However, only 30% of them had computers (47% laptop &30% desktops). Similarly, 30% had a digital camera, 20% had an iPad and 40% had Mp3 players. Seventy-five percent of respondents had Internet connections on their mobile phones. The average price of their mobile phone was above 7000.Thirty percent of the respondents paid between 4000-7000 for their mobile phones. The average monthly expense of respondents was upto 300 per month. 58% of them spend uptoRs300 per month for making calls and for data use.
JAN-MAR, 2018, VOL-7/37 Page 149 3) General uses of mobile technology: The third section of the questionnaire sought to find how the respondents used their mobile phone in day-to-day life. 78% of the respondents used their mobile phones for making phone calls and sending text messages. Email was used by 33% the respondents, 78% of them used their mobile devices for entertainment, 50% used them for browsing the internet, 30% for playing games, 30% for social networking, 70% for reading online news, and 83% used them for taking photos.
4) Mobile learning practices: The fourth section investigated students‘ mobile learning environments and practices. The majority of the respondents (78%) used their mobile devices for learning outside their classroom. Only 22% of the respondents stated that they wanted to use their mobile devices in class. Nobody reported that the classroom was their favorite place for mobile learning. Thirty two percent of the respondents were sure that they could use a mobile device for learning in the class for learning. Majority of the students(68%) were not using mobile device in the classroom for learning. Majority of the students (85%) reported that they were not allowed to use mobile phones in class whereas 15% reported that they were allowed to use mobile phones for learning in class. The majority of the respondents (63%) reported that they did not get any support from their teachers for mobile learning.
5) Student’s perception of mobile learning:Majority of the students (63%) believed that mobile phone can facilitate learning. 53% of the students were of the opinion that the campus administration should allow students to use mobile in the class for learning purpose. 55% of the students felt that they need orientation/training for mobile learning. Majority of the students (62%) felt that the campus administration should not ban on mobile phone use in the class. Majority of the students (65%), felt that they will use mobile appropriately in the class if they are allowed to use. Majority of the students (73%) felt that teachers should guide students for effective mobile learning. Majority of the students(62%) , felt that Mobile phone affects studies. Fifty percent of students felt that Mobile learning can replace traditional face to face class. Most of the students (85%) felt that Mobile learning should be integrated in formal education system. Majority of the students (65%) , felt that the teachers have positive attitude towards mobile learning.
Discussion, Conclusion and Recommendations The present study gathered and analyzed data to understand current trends regarding mobile learning practices among undergraduates in Ulhasnagar. The result confirmed that students generally have a sound technological understanding and positive attitude towards mobile learning. Almost all of the students have a mobile phone with a good number having smart phones. Cost of technology is an important issue. They can buy low price smart phones. However, use of the phones for learning is expensive. No higher institution provides free Wi-Fi facilities for the students. They are using their mobile devices mainly for checking word meanings, browsing the web, and accessing multimedia. It shows that students need to learn and practice several other ways for the optimal use of their mobile devices for both formal and informal learning.
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