Faculty of Cognitive Sciences and Human Development
MOBILE LEARNING FOR HIGHER EDUCATION TEACHING AND LEARNING: VIEWS OF UNIMAS PRE-UNIVERSITY
STUDENTS
-.
~
Samihah Binti Dollah
LB 1044.87
Bachelor of Science with HonoursS188
(Cognitive Science)2011
2011BORANG PENGESAHAN STATUS TESIS
Gred:
JUDUL: Mobile Learning for Higher Education Teaching and Learning: Views of UNlMAS Pre-University Students
SESI PENGAJIAN: 2010/2011
Saya SAMllIAH BINTI DOLLAH (HURUF BESAR)
mengaku membenarkan tesis
*
ini disimpan di Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dengan syarat-syarat kegunaan seperti berikut:1. Tesis adalah hakmilik Universiti Malaysia Sarawak.
2. PUsat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat salinan untuk tujuan pengajian sahaja.
3. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat pendigitan untuk membangunkan Pangkalan Data Kandungan Tempatan.
4. Pusat Khidmat Maklumat Akademik, Universiti Malaysia Sarawak dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tinggi.
(Mengandungi maklumat yang berdarjah keselamatan atau kepentingan seperti termaktub di dalam AKT A RAHSIA RASMI1972)
(Mengandungi maklumat Terhad yang telah ditentukan oleh organisasi/badan di mana penyelidikan dijalankan)
Tarikh:
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• Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah, Sarjana dan Sarjana Muda
• Jika tesis ini SULIT atau TERHAD, sila lampirkan surat darlpada pihak berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai TERHAD.
P.KHIDMAT MAKLUMAT AKADEMIK
111111111 rimil 111111 III
1000224350
MOBILE LEARNING FOR HIGHER EDUCATION TEACHING AND LEARNING: VIEWS OF UNIMAS PRE-UNIVERSITY STUDENTS
SAMIHAH BINTI DOLLAH
This project is submitt~d in partial fulfilment ofthe requirements for a Bachelor of Science with Honours
(Cognitive Science)
Faculty of Cognitive Sciences and Human Development UNIVERSITI MALAYSIA SARAWAK
(2011 )
The Project Entitled 'Mobile Learning for Higher Education Teaching and Learning: Views ofUNIMAS Pre-University Students' was prepared by Samihah Binti Dollah and submitted to the Faculty of Cognitive Sciences and Human Development in partial fulfillment of the requirements for a Bachelor of Science with Honours (Cognitive Science)
Received for examination by:
Date:
Gred
Statement of Originality
The work described in this Final Year Project, entitled
"Mobile Learning for Higher Education Teaching and Learning:
Views of UNIMAS Pre-university Students"
is to the best of the author's knowledge that of the author except where due reference is made.
(Date submitted) SAMIHAH BINTI DOLLAH
22235
ACKNOWLEDGEl\1ENT
This research project would not have been possible without the support of many people.
First of all I would like to express my gratitude to my supervisor, Dr. Norazila Abd Aziz who was very helpful in giving support and guidance.
Special thanks to all my friends for sharing information and valuable ideas.
I would also like to convey thanks to my beloved family for their understanding and providing financial support during the duration of my research.
Special thanks also to the pre-university for approving my research and assist me in getting data for this research.
I would also like to express my highest appreciation to the University for giving a chance to conduct this project. From this project I would able to gain more knowledge.
III
Pus." Khidmat Maklumat Ak demik U J ' IT. MALAYSIA S RA ~K
TABLE OF CONTENTS
Acknow ledgements Table of Contents List of Tables List of Figures Abstract Abstrak
CHAPTER 1 - INTRODUCTION 1.0 Introduction
1.1 Background Of Study 1.2 Problem Statement 1.3 Objectives Of Study
1.3.1 General Objective 1.3.2 Specific Objective 1.4 Reserach Questions 1.5 Conceptual Framework 1.6 Definiton ofTenns
1.6.1 Learning 1.6.2 Technology 1.6.3 Mobile Device 1.6.4 Mobile Learning 1.6.5 Acceptance 1.6.6 Readiness 1.7 Significance Of Study 1.8 Limitation Of Study 1.9 Summary
CHAPTER 2 - LITERAT{JRE REVIEW 2.0
2.1 2.2 2.3 2.4 2.5 2.6
Introduction Mobile Learning
Studies on Mobile Learning Mobile Learning Challenges Theoretical Framework
Studies on Technology Acceptance Model (Tam) Summary
Page
111 IV VI V111
ix
X
1 4 5 7 7 7 8 8 9 9 10 10 11 12 12 13 13 14
15 15 17 19 21 22 25
IV
CHAPTER 3 - RESEARCH METHOD 3.0 Introduction
3.1 Research Design 3.2 Research Population 3.3 Instrumentation
3.4 Reliability and Validity 3.4.1 Pilot test
3.5 Data Collection 3.6 Data Analysis
3.6.1 Descriptive Statistic 3.6.2 Inferential Statistic 3.7 Summary
CHAPTER 4 - FINDING AND DISCUSSION 4.0 Introduction
4.1 Description of the Respondents 4.1.1 Age
4.1.2 Gender
4.1.3 Program of Study 4.1.4 Technology Experience 4.2 Reliability of Questionnaire 4.3 Result
4.3.1 Students' Perceived Usefulness ofM-learning 4.3.2 Students' Perceived Ease of Use ofM-learning 4.3.3 Students' Perceived Usefulness ofM-learning
Based on Gender
4.3.4 Students' Perceived Usefulness ofM-learning Based on Program of Study
4.3.5 Students' Perceived Ease of Use ofM-learning Based on Gender
4.3.6 Students' Perceived Ease of Use ofM-learning
Bas~ on Program of Study
4.3.7 Students' Acceptance ofM-Learning 4.4 Discussion
4.5 Summary
26 26 27 27 32 32 33 33 33 34 35
36 36 38 39 40 41 44 45 45 46 48 49 50 51 52 53 55 CHAPTERS - SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 Introduction 56
5.1 Summary 56
5.2 Conclusion 58
5.3 Recommendation 59
REFERENCES 60
APPENDIX 71
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LIST OF TABLES
Table 3.1
The questionnaire section and items in research 28
Table 3.2
Likert scale 30
Table 3.3
Level scores of acceptance 31
Table 3.4
Descriptive analysis in analyzing the data 34
Table 3.5
Inferential statistic in analyzing data 35
Table 4.1
Demographic Background variables characteristic 37
Table 4.2:
Data of techno logy experience 42
Table 4.3:
Cronbach's alpha value
I 44
Table 4.4:
Perceives usefulness ofm-leaming 45
Table 4.5:
Perceived ease of use ofm-learning 47
Table 4.6
Independent t-test for perceived usefulness ofm-leaming
based on gender. 48
Table 4.7
Independent t-test for perceived usefulness ofm-leaming
based on program of study 49
Table 4.8
Independent t-test for perceived ease of use ofm-leaming
based on gender 50
VI
- .
t 1
Table 4.9
Independent t-test for perceived ease of use ofm-leaming
based on program of study 51
Table 4.10
One sample t-test for students' acceptance ofm-leaming 52
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LIST OF FIGURES
Figure 1.1
Conceptual Framework 8
Figure 2.1
Technology acceptance model 21
Figure 4.1
Bar Chart age frequency data 38
Figure 4.2
Bar Chart Gender frequency data 39
Figure 4.3
Bar Chart Program of study frequency data 40
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ABSTRACT
MOBILE LEARNING FOR HIGHER EDUCATION TEACHING AND LEARNING: VIEWS OF UNIMAS PRE-UNIVERSITY STUDENTS
Samihah Binti Dollah
Learning environment is now changing due to the growth of technology. M
learning can be any form of teaching and learning by using any mobile devices that can access to the internet source. Mobile learning is the combination of wireless connectivity and can be at any place or location. This research was carried out to investigate the acceptance of m-learning in higher education teaching and learning. The objective ofthis research is to identify whether there is any differences in perceived usefulness and perceived ease of use of m-learning based on gender and program of study that may influence the acceptance of m
learning among UNIMAS pre-university students. This research used quantitative approach to survey on 137 students. Sample in this research is UNIMAS pre
university students and questionnaire used to collect data. This research used Technology Acceptance Model (TAM) to study on students' acceptance of m
learning. This related with the students' readiness to the use ofm-learning in their learning.
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ABSTRAK
'MOBILE LEARNING' UNTUK PENGAJARAN DAN PEMBELAJARAN PENGAJIAN TINGGI: PANDANGAN PELAJAR PRA-UNIVERSITI
UNIMAS
Samihah Binti Dollah
Persekitaran pembelajaran kini berubah dengan adanya perkembangan teknologi. 'M-learning' boleh dalam apa jua bentuk pengajaran dan pembelajaran dengan menggunakan peranti mudah alih yang mendapat akses kepada internet. 'M-learning' adalah kombinasi dari penyambungan wayarles dan boleh berlaku disetiap tempat atau lokasi. Kajian ini bertujuan untuk mengkaji penerimaan 'M-learning' dalam kalangan pelajar pada peringkat pengajian tinggi. Objektif kajian ini adalah untuk mengenalpasti sama ada terdapat perbezaan terhadap manafaat dan kemudahan penggunaan 'M-learning' berdasarkan jantina dan program pengajian yang mungkin mempengaruhi penerimaan 'M-learning' dikalangan pelajar pra-universiti UN/MAS. Kajian ini dijalankan keatas 137 pelajar dengan mengedarkan borang kaji selidik. Kajian pendekatan kuantitatif ini menggunakan Technology Acceptance Model (TAM)' untuk mengkaji penerimaan pelajar terhadap 'M-learning '. Hal ini berkait rapat dengan kesediaan pelajar untuk menggunakan 'M-learning' dalam pembelqjaran mereka.
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CHAPTER 1 INTRODUCTION
1.0 Introduction
The early traditional learning is made in classrooms where teacher presents the learning material to a group of students. Learning usually depends on the teachers and students must physically be involved in the learning process. The traditional learning environment, chalk and talk, requires designated place and space such as school and classroom. Classroom should be set up, maintained and properly arranged so that the learning environment would help students learn better Georgiev, Georgieva and Srnrikarov (2004). This traditional learning is where teacher draw up on a chalkboard while talking at the students (Landry, 2008). Teaching and learning require an arrangement each day. A daily routine -, and schedule is needed so that students know what they should learn to gain knowledge and what is expected from them.
Learning environment is now changing due to the presence of technology.
21 51
Students are now tending to move towards the 21 51 century learning. century learning refers to the skills, technologies and insights that leading-edge educators, organizations and institutions are using to create learning systems that are better suited to the developing challenges of the 21 51 century (Thompson, 2010).
Learning in the 21 51 century requires students to be more independent thinkers, problem solver and decision makers (Silva, 2009).
21 51 century is the world of technology where students are exposed to the computer hardware, software, electronic and digital devices and also online resources. It is not paper based. 21 51 century learning environment can be either online or virtual learning space (Thompson, 2010). This indicated that physical space is no longer a necessary requirement for learning. The learning environments are the structure, tools and communities that encourage students and educators to reach the knowledge and skill that 21 SI century needs (Dewey, 1980).
The Partnership for 21 51 Century Skills (P21) defined 21 51 century skills as a blend of content knowledge and specific skill necessary to succeed in work and life. There are several skill required in the 21 51 century learning. It is divided into several parts. The first part is the learning and innovation skills. Learning and innovation skills required people to be critical thinker, problem solver, and creative and innovative (Ledward & Hirata, 2011). According to Partnership for 21 51 Century Skills (2009), learning and innovation skill focus on creativity, critical thinking, communication and collaboration. It is the essential to prepare students for future.
The second part is life and career skills. Nowadays, life and work environment require more than content know ledge. Student needs life and career
"'~.
skills to explore complex life and global competitiveness. Life and career skills include flexibility and adaptability, initiative and self-direction, social and cross
cultural skills, productivity and accountability, and leadership and responsibility (Partnership for 21 51 Century Skills, 2009).
The third part is the information and communication technology literacy.
Information and teclmology literacy is the ability to work independently or with other to use tools, resource, processes and system responsibility to excess and also evaluate information in any medium (Fortier, Potter, Grady, Lohr & Klein, 1998).
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Accoring to Salpeter (2003), information and communication skills is about skill in information and research tools such as word processing, e-mail, groupware, presentation software and the internet which is use to access, manage, evaluate, create and communicate information.
Information technology introduced a new learning space. The technology makes exchange of information outside of classroom and allows instant access to databases and online information. It also provides multimedia such as audio, video and other media (Strommen & Lincoln, 1992). The generation that grew up with technology and has spend their lives surrounded by and using computers or other digital media such as cell phones and video games are called digital natives (Prensky, 2001). Digital natives are engaged, motivated and learn by the use of digital techno 10gy and they are also the 21 st century learners (Churches, 2008;
Prensky, 2001).
According to Educause (2010), future mobile technologies will be able to present textbooks, create data visualizations, aid library research, and foster contextual learning. These devices provide easier access and better support for multimedia and collaborative applications. This quick access data, available anywhere and whenever questions arise, could change the learning landscape and changing the way to solve problems. Any educational interaction delivers using mobile technology and access at student's convenience from any location is known as mobile learning or m-learning (Educause 2010). Communication
".,'
devices such as PDAs and smartphone that connected to wireless enable mobility and facilitate mobile learning by allows teaching and learning to extend beyond the traditional classroom (Corbeil & Veldes, 2007).
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1.1 Background of Study
According to Johnson, Levine, Smith and Stone (2010), mobile was proven to be more interesting and more capable each year and it continues to be a technology with new surprises. About a billion new phones are produced each year. People all over the world are familiar with using a computer that fits in their hand and is able to connect to the network from anywhere. These mobile computing tools have become accepted in daily life. For many people all over the world especially in developing countries, mobiles are not only for common tools and communication but also for all kinds of information, training materials and more. Usually people look for mobile computing platform as their devices of choice because they are cheaper than desktop computers.
Mobile learning or m-Iearning is the progressive step from e-learning or it is the advanced tool that integrates with e-learning. In the other hand m-learning is a new and unique component of distance learning (Kapil Loomba & Pooja Loomba, 2009). M-learning combines the technologies of mobile communication with e-learning. It allows people to have connection and online access even though people are on the go in mobile setting (David & John, 2006).
According to Kukulska-Hulme and Traxler (2005), mobile learning is a new concept. It is concerned with learner mobility. Students should be able to engage in educational activ4,ies without limit to any physical location. Mobile learning or m-learning come from the possibilities opened up by portable, lightweight devices that are sometimes small enough to fit in pocket or in the palm of one's hand. According to Corbeil and Valdes (2007), portable computing or communication devices that can connect to wireless networks enable mobility and facilitate mobile learning. Mobility allows teaching and learning to go beyond the traditional classroom. Mobile technology also supports learning experIences that are collaborative, accessible and integrated with the world beyond the classroom. The capabilities of m-learning will continue to expand with smaller and powerful devices that can deliver data anywhere and anytime.
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flu "l } IlIdrnal M 1.1 lmat . ki.J{Jcm i UNJVBKSIT, MALAYS'A AWA
Students are familiar with the use of mobile devices and it becomes a medium not only for them but also for people in the world to communicate with each other. The use of mobile devices to obtain learning material may give advantages to the students. M-learning may help them to enhance their performance in learning. According to the Thornton and Houser (2004), Japanese university students use mobile phones often for sending and receiving email, sometimes concerning their university studies.
M-Iearning generally focuses on brief interactions using simple navigation and graphics to accommodate multiple screen sizes. Certain capabilities that mobile technologies have gives benefit to m-learning. GPRS (General Packet Response Service) is the latest development in mobile technologies. It allow for multimedia messaging services (MMS) which makes possible to deliver and received multimedia content such as audio, images and video (Brown, 2003). This m-leaming application enables the fast review of information. It is also suitable for activities such as a checking status or as a student response tool in the classroom. M-leaming allows users to run application on the phone's operating system, browse the web, and send and receive email, which make them more attractive options for course projects that are supported with mobile technology (Educause, 2010).
1.2 Problem Statement
" .
According to Jairak, Praneetpolgrang and Mekhabunchakij (2009), the growth of e-Learning implementation in education is still growing at a steady rate.
In developing country, the major equipment of anytime anywhere learning concept is still focused on personal computer or PC. Because of the physical limitations of the PC, learners cannot access learning materials in some place or some location.
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Research also states that there are many advantages of m-Iearning in higher education. It allows learners to vary their study location and to study "on the move" (Evans, 2007). M-Iearning can be just-in-time learning where learners can actually access education and training at the place and time that they need it (Boyinbode & Akinyede, 2008). M-Iearning have a potential for increasing productivity by making learning available anywhere and anytime, allowing learners to participate in educational activities without the restrictions of time and place (Brown, 2003). According to Zoraini Wati Abas, Chng, Norziati Mansor (2009), m-learning offers great potential as a tool to be used in situations where the geographical dispersed, to promote collaborative learning, to engage students with content, as an alternative to books or computers, as an alternative to attend lectures and for just-in-time information delivery.
Due to many advantages being stated by the previous research, there is need to consider the possibilities of m-Iearning in higher education teaching and learning. However, before the actual usage of the m-learning is determined, the acceptance of m-learning needs to be investigated. This research is to investigate the acceptance of m-Iearning as a mode of instructional delivery in higher education. This research focused on UNIMAS pre-university students.
Prensky (2001, pg.l), claimed that "Today students have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age.
....
Today's average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives. They are known as digital natives".
This research is to investigate UNIMAS pre-university student's acceptance of m-learning as a mode of instructional delivery for their learning environment. This relate to their readiness to use m-learning. By investigating their acceptance of m-learning, their readiness to use m-learning could be
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identified. If positive results obtained, it shows that they are ready to use m
learning as a mode of instructional delivery in their learning environment and vice versa.
This research will look at the perceived usefulness, perceived ease of use and other external variables that may effect the intention to accept m-learning because the acceptance of m-leaning needs to be established before the actual usage. This is supported by the technology acceptance model (TAM). The technology acceptance model refers to the use and usefulness predicts application usage of technology. It is detennined by the user's intention to use or influence by his or her attitude towards technology (Park, 2009).
1.3 Objective of Study
1.3.1 General objective
The general objective of this research is to investigate UNlMAS pre
university students' acceptance ofm-learning as a mode of instructional delivery.
1.3.2 Specific objectives
The specific objectives of this research are:
1. To investigate the students' perceived usefulness ofm-learning .
...
11. To investigate the students' perceived ease of use ofm-Iearning.
111. To investigate the differences in students' perceived usefulness of m
learning based on gender.
IV. To investigate the differences in students' perceived usefulness of m
learning based on the program of study.
v. To investigate the differences in students' perceived ease of use of m
learning based on gender.
VI. To investigate the differences in students' perceived ease of use of m
learning based on program of study.
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1.4 Research Questions
In order to achieve the objective of this research few questions need to be answered based on the Technology Acceptance Model (TAM). The research questions are:
1. What is the students' perceived usefulness ofm-Iearning?
11. What is the students' perceived ease of use ofm-Iearning?
111. Do students' perceived usefulness of m-Iearning differ based on
gender?
IV. Do students' perceived usefulness of m-Iearning differ based on program of study?
v. Do students' perceived ease of use of m-Iearning differ based on gender?
VI. Do students' perceived ease of use of m-Iearning differ based on program of study?
vii. Do students accept m-Iearning as a mode of instructional delivery?
1.5 Conceptual Framework
Gender
)
Program of Study
Perceived Usefulness
External Variables
Perceived Ease of Use
Figure 1.1. Conceptual Framework
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Figure 1.1 shows the conceptual framework of the research. This research concerning on the pre-implementation beliefs about usefulness and ease of use of m-Iearning. This research focuses on the perceived usefulness and perceived ease of use of m-Iearning to identify the acceptance of m-Iearning as a mode of instructional delivery. Perceived usefulness and perceived ease of use are the factors that detennine the intention to use m-Iearning. According to Chuttur (2009), other factor which is the external variable might influence the person's belief towards a system. This research also focuses on the external variables such as gender and program of study. Differences may exist in acceptance of m
learning based on gender and program of study. These external variables may influence the perceived usefulness and perceived ease of use of m-Iearning.
Focuses on the perceived usefulness and perceived ease of use are intended to observe the students' tendency to accept m-Iearning which is closely related to their readiness to use m-Iearning.
1.6 Definitions of Terms
1.6.1 Learning
According to Jonassen, Howland, Marra and Crismond (2008), learning is a natural, adaptive human process. Human have survived and therefore evolved because they were able to learn and adapt to their environment. When learning about thing in natural context, human interacts with their environment and manipulate the objects in that environment, observing the effects of their interventions and constructing their own interpretations ofthe phenomena and the result of their manipulations. Learning is an individual process that it has beginning and an end. It is separated from the rest of people activities and that it is the result of teaching. It is also known as a process of knowing (Wenger, 1998).
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Learning in this research defmed as the knowledge or intelligence obtained through analysis or cognition. It excludes aspects such as emotions, creativity and intuition. It most related to critical thinking (Kezar, 2005). Learning is a situation that involves students, teacher and the environment, where environment affects learning and the interaction created by the teacher and the students. Learning also can be considered as a change in student behaviour that takes place as a result of involvement in learning experience (Nicholls, 2002).
1.6.2 Technology
Technology is all about using the technical and scientific knowledge that people have to develop to solve problems or to make life better (Scottish Government, 2005). Technology is used by human to increase their ability to make or achieve something. People use technology in different ways to make life easier, safer and enjoyable. With technology people can communicate with each other all over the world (Kubesh, McNeil & Bellotto, 2009).
In this research technology is defmed as the SCIence of learning and communication that develop by technology. It is concerned with the development, application, and evaluation of system and techniques to improve the process of learning. Technology in this research means that a systematic application of knowledge ofsciences to practical tasks in education (Singh, 2006).
1.6.3 Mobile Device
A device is a machine. It contains functions and technology that is complex. It is intelligent through the use of toolkit that includes metaphor, irony, motors, and technologies that stimulate the human need (Lim, 2006). A mobile device is uses of hardware and software, operating system concepts and facilities inside it that can be considered as the main technical contributors of mobility (Mikkonen, 2007).
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In this research, mobile devices are the devices which can be used for learning purposes. It has technologies that help in develops more effective learning environment. Mobile devices are electronic device that allow people to connect to the internet and access data without being tied to a single location.
Mobile devices can help to keep in touch and make the most productive use of time. People can use a range of devices to stay in touch including notebooks, personal digital assistants (PDA) and other 3G smartphones (Business Link, 2010).
1.6.4 Mobile Learning
According to Kukulska-Hulme and Traxler (2005), mobile learning concerned with learner mobility and learners should be able to engage in education activities without the constraints of limited physical location. Mobile learning comes from the possibilities opened up by portable, lightweight devices that are sometimes small enough to fit in pocket or in the palm of one's hand.
When combined with wireless connectivity learning activities can be monitored and coordinated between locations.
In this research, mobile learning or m-Iearning refers to the mode of instructional delivery. According to Educause (2010), mobile learning can be any educational interaction delivered through mobile technology and accessible to the students from any location. 1;he software that use in m-Iearning not only designed for the learning purpose, but it is also designed for other uses such as data access, reader and maps. However it can be adapted for educational purpose. M-Iearning can be used on any variety devices as long as it is compatible with the mobile applications on the device, browsed the web, and send or receive e-mail.
According to EI-Hussein and Cronje (2010), m-Iearning is an educational activity that makes sense only when technology in use is fully mobile and when the user of the technology is also mobile while they learn. M-Iearning is also known as mobility of learning and learns by using mobile devices.
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