Fozdar, B.I., Kumar, L.S. (2007) Mobile learning and student retention. International Review of Research in Open and Distance Learning 8,
http://www.irrodl.org/index.php/irrodl/article/view/345/927
The intent of the study was to better understand and measure students’ attitudes and perceptions towards the effectiveness of mobile learning. This study took place in India, where distances are an impediment to higher education. Many households do not have internet access, but of those 95% use dialup connections with speeds below 28.8 kbs. There has been an explosion in cell phone availability and India is ranked 5th in the world in terms of mobile phone ownership. This medium has the greatest potential to provide open distance learning (ODL) opportunities.
The study was conducted through the use of surveys. The first surveys were meant to measure students’ attitudes and perceptions towards mobile learning were based on Rogers’ model of innovation diffusion (Roger, 1995). In determining if mobile phones cold be used for educational purposes, the first two tenets of Rogers’ model were employed, ‘knowledge’ and ‘persuasion’. A questionnaire was designed based on indicators from Rogers’ research.
The second part of the research was designed to determine how mobile technologies could be used to improve student retention. By using surveys to question student attitudes about why they are more or less likely to discontinue their education, and how they perceive the use of mobile learning as being effective strategies for learning.
The research was both quantitative and qualitative. Surveys were administered to Bachelor of Science students enrolled in Indira Gandhi National Open University who were required to attend face to face laboratory courses at different study centers in Delhi in May 2006. Researchers identified 29.2% of the students as being aware of mobile learning. Quantitative data regarding communication technology available in the home revealed the following:
- 61.5% owned a radio
70.8% owned a land-line telephone
83.1% owned a mobile telephone
86.2% owned a television
43.1% owned a computer
23.1% had access to the internet
By measuring how often students utilized features of their mobile phones, the manner in which they were used, and students’ perceptions of how effective the phones would be for learning, researchers compiled a qualitative analysis on how to improve student retention.
The data indicated a preference for the flexibility mobile learning provides. Numbers indicate that a majority of students have access to mobile phones so availability is high. Students perceived that the cost of mobile learning would be low as compared to costs associated with face to face learning. Students had misgivings about the quality of learning that could take place and about the amount of information that could be exchanged. Small amounts of information would be useful by phone, for example, ‘feedback on assignments’, ‘information regarding important dates’, ‘scheduling of counseling and laboratory sessions’, and ‘grades and examination results’. ‘Receiving study guides’ or other large textual materials was considered undesirable and could be an issue.
This relates to the course research study because we are examining the use of new media in on-line learning. While the mobile telephone may not be considered ‘new media’ in the United States, many less technologically developed countries are seeing its impact on their infrastructure. Whatever tools are available to the widest numbers of students can be engaged to aid in the delivery of necessary information in the most efficient and effective methods possible. Synchronous conference type classes using webcams for live interaction may be an effective system of instruction, but if the hardware is not available to the majority of students it becomes a hurdle rather than a benefit.
Online classes utilizing web pages, blogs, video, and podcasts can be effective here because the majority of students in the geographical area have access to these technologies and some level of comfort utilizing them. The research shows that new technologies must be available, students must develop some efficacy in using them, they must be efficient delivery systems of the information being disseminated, and students must acknowledge their effectiveness in teaching the material that is being distributed so they continue to use that technology.
Darlene Pitman
8 comments:
Darlene,
This sounds like a very interesting article, especially since I have never considered the fact that in India or other parts of the world, internet access with speeds above 28.8 kbs would be a concern. That is interesting how the use of the mobile phone would help them access the internet more readily than without the mobile phone.
I agree with you when you say that video conferencing could be a hurdle rather than a benefit like it should be especially if the hardware is not readily avaialble for use. All of this technology is great and should make learning interesting and fun, but without the hardware and tools to make it happen, it is worthless.
James
Hi Darline,
Oh boy can I relate to that comment about video conferencing. I am struggling with this right now.... we have a video conference class this evening for one of my other classes.. I bought the webcam (cost me over fifty bucks), I got it set up, it worked for one day, but now the little green light is off. I'm going to try and get it re-going, but if I can't... poof.. what happens to my class participation? Plus..I have no idea how it actually WORKS in terms of accessing the group on Blackboard using the video camera.
I find that the more complex the technology, the greater its potential not to work as planned, in the field. At work I usually try to have a back up low-tech or no-tech way to deliver the same information (the highlight was the time I got to a school site and realized I did not have my slide carousel and ended up giving a "virtual slide show" by DESCRIBING the slides verbally.. .and the students loved it! It was the best slide show ever because each student got to "see" the images in their own mind the way THEY wanted to.
Your research paper raises tantalizing questions about how to structure learning using a variety of tech tools at a variety of levels of sophistication and synchronization. I think the deeper lesson for us as instructional designers is: always have a Plan B!
Rebecca
It's intersting to hear how technology is used in other countries. I would be interested in seeing some more research on the effectiveness of mobile technology such as phones and video conferencing in a younger setting such as middle or high school. It would be interesting to see the correlation amoung test scores.
Darlene,
Wow, this was an interesting study. There are so many avenues to explore in the technology field. Add the dimension of a different country and different accessibility rates and you open a whole other avenue of consideration.
Take care,
Debora Griffin
Hello Darleen,
WOW, I was not aware that phones were being considered as an educational tool. I know that that would definitely not work for me, I could only be on the phone for so long before I get fidgety.
Carla
Darlene,
Very interesting article. I like that it took place in India. We here so much about how we need to compete with India and china in the global economy. It is interesting to see how they are dealing with the challenges faced by distance. I also like the fact that they used mobil phones for part of their research. It is interesting that so many do not think of the mobil phone. In many ways it is becoming a truly ubiquitous technology. In addition to India, Japan is doing some interesting things. Despite the many bans on cell phone in the U.S there are schools that use cellphones to distribute educational material.
I should mention that I'm Jason Buchanan
The use of cell phones as a learning tool is definitely something that would seem odd to many people, including myself, who have access to other means of learning through technology that would probably be considered more effective. With cell phones taking on a wider variety of duties and in many ways growing beyond the term "cell phone", I can see this idea finding its way into mainstream education.
Even as it is though, it reminds me a bit of something I'm dealing with as an elementary teacher. I hardly have any parents with Internet access and so there are many resources that are unavailable to my students outside of class. However, I am able to create DVDs (a less "advanced" form of media) to deliver content in a manner similar to a simple interactive website program to homes where DVD players are far more common than PCs. I think people tend to adapt and do the best they can with what they have.
Thanks for finding and sharing this article. It was very interesting and provided much food for thought.
Matt
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