mobile learning readiness among working adult learners in malaysia
TRANSCRIPT
TABLE OF CONTENT
Title Page
1. Introduction
-Definition
2-3
2
3. Past Study 4-5
4. A Recent Study
-Methodology
6
5. Finding
(i) Profile
(a) Section A
7-8
(ii) Result
(b) Section B
(c) Section C
(d) Section D
9
10
11-12
(iii) Summarize 12
6. Conclusion 13
7. Reference 14
1
MOBILE LEARNING READINESS AMONG WORKING ADULT LEARNERS IN
MALAYSIA
1.INTRODUCTIONS
Mobile learning is method of learning and educational activity when technology in use fully
mobile and when the users of the technology are also mobile while them learn. The learning
is through the use of wireless mobile technology allows anyone to access information and
learning materials from anywhere and at anytime. In Malaysia, the student has ability to use a
gadget as a mobile phones, laptop computers, and “i-pod". In the era of highly developed and
modern, we cannot escape the sophistication emerging technologies. It's new and distinct
educational format, needing to set its own standards and expectations, or it could be a variety
of e-learning, inheriting the discourse and limitations of this slightly more mature discipline.
DEFINITION
There are many definitions of e-learning, some of which are as follows:
M-Learning is a new concept in the learning process. It emphasizes the ability to facilitate the
learning process without bound over to the physical location of the learning process occurs
(Kukulska-Hulme & Traxler, 2005).
Attewell & Savill-Smith (2005) defining mobile learning or m-learning is learning by means
of wireless technological devices that can be pocketed and utilized wherever the learner's
device is able to receive unbroken transmission signals.
The scope of mobile learning includes enhance group collaboration among students and
instructors using a Pocket PC, learning with handheld or wearable technologies solves a
problem of classroom education, student can learn outdoors anywhere, anytime, personalised
learning. It's support informal or lifelong learning, such as using handheld dictionaries and
other devices for language learning and provides audiovisual support in order to enhance
training similar to a corporate business or other classroom environment. It's to raise self-
confidence and self-esteem by recognising uncelebrated skills, enabling non-threatening,
personalised learning experiences and enabling peer-to-peer learning and support.
2
Status mobile learning in Malaysia is every learner in higher education can be seen to have a
mobile phone. Most Malaysians consider mobile phones are necessity. M-learning is able to
improve performance of a student in all aspect to be achieved. In addition, they also can see
and use mobile technology with a wider perspective and multimedia elements that can
integrate audio and video to attract students in the use of M-Learning. Through teaching and
learning using audio and video, students will become more focused, active, constructive,
enthusiastic and able to brighten the role of work in a creative and critical thinking.
The relationship between the centrality of technological development in daily life and its
potential as a means of education, Mobile Learning charts the rapid emergence of new forms
of mass communication and their potential for gathering, shaping, and analyzing information,
studying their transformative capability and learning potential in the contexts of school and
socio-cultural change. The focus is on mobile/cell phones, PDAs, and to a lesser extent
gaming devices and music players, not as "the next new thing" but meaningfully integrated
into education, without objective the devices or technology itself.
3
3. PAST STUDIES
Five studies of mobile learning as reported in the journal that I can conclude is:
Based on case study by Undergraduate student, they have studying that perception
concerning satisfaction level of mobile learning. Data were collected from undergraduate
student from Bachelor of Arts, Bachelor Of Science, Bachelor Of social science and Bachelor
of Management at the School of Distance Education, University Sains Malaysia (USM). The
main focus of the mobile learning is to allow the learners experience the different approach of
learning process which issue in abroad. They convert the innovation from the traditional E-
learning to a mobile learning that the learner can receive and update the data any place at
anytime. Short message service (SMS) are popular and it send to learner were shortened and
brief but very powerful (straight to the point). Mobile learning is a new approach in delivery
and the additional learning. The feedback is useful to the school for future improvement to
meet the satisfaction level and quality of learning centre to increase the image of Malaysian
Education System.
From the studies they describe the educational opportunities of teaching in a real time
wireless classroom using mobile device. Studied made by Bt Multimedia (Malaysia) Sdn Bhd
and Faculty of Science and Information Technology. Data were collected by Undergraduate
students on the problem faced in conventional classrooms. They were propose the use of a
Pocket PC to enhance the teaching and learning in a classroom and learning object in
extensible Mark-up Language to capture each learning event to allow students to retrieve
them effectively. From the studies they found the effective method of learning through the
use mobile learning in a wireless classroom. The lecture could monitor student’s progress
during classroom exercise and the students would able to interact better with their during
class. They currently are developing the learning objects using ASP.NET together with XML.
From this journal they from Massey University, New Zealand and Southampton Solent
University, United Kingdom were proposed a conceptual framework for mobile learning
applications that provides systematic support for mobile learning experience design. It is
based on a combination a game metaphor and several of mobile learning contexts. They
review these design concerns from four perspectives: generic mobile environment issues,
learning contexts, learning experience and learning objectives. It incorporated best practice in
M-learning design requirements base on Scwabe and Goth but providing a broader view to
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take account of learning context and objectives beyond a single application domain. In the
future work will involve the development of a generic design process to enable the
application of the framework in a design context and the subsequent design and development
of a complete M-learning application.
Based on these studies from Open University Malaysia(OUM) they has conducted to
determine the readiness of learners for mobile learning at OUM, Malaysia's first open and
distance learning university. Mobile learning or M-learning is set to be the next big wave in
education. The potential of mobile devices in enhancing learning is enormous and many
higher education institutions are expected to embrace M-learning soon. Technological
advancements have brought many positive changes in the way they learn. They found the
learners was readily to embark into M-learning and it is important that institution of higher
education form a smart-partnership with industry players such as a mobile telecommunication
operators, manufacturers of mobile devices and programmers who have interest in developing
the M-learning. They will ensure that its M-learning will be interwoven with daily activities
and blend with its current pedagogies to offer significant and more meaningful learning
experiences that learners will find useful.
From this studies they was defining mobile learning in the Higher Education Landscape and
clarify the meaning of mobile learning by applying it’s to learning experiences in post-school
education. The studies are from student Faculty of Informatics and Design, Cape Peninsula
University of Technology. They were concluded from that knowledge in the modern world is
transformed by development of revolutionary technologies in society. The emergence of
revolutionary technologies has had significant impact on educational technology. The authors
define mobile learning as “any type of learning that takes place in learning environment and
space that take account of the mobility of technology, mobility of learners and mobility of
learning”. The proper design of the technologies leads to greater effectiveness of mobile
learning. It's should consider multiplicity of meaning that are implied by the mobility of
educational delivery and the mobility of learners.
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4. A RECENT STUDY
METHODOLOGY
This research examined is to explore the level of mobile learning readiness among working
adult learners in Malaysia. The research was conducted on a sample of 30 undergraduate
students from Bachelor of Nursing Science, Bachelor of Education, Bachelor of Management
and Master of Education using simple random sample method and the secondary data was
based on the online databases and past researches. Throughout the research, the
questionnaire was sent to Mobile learner via e-mail. After the email was sent out, the
respondents were being given an acknowledgement SMS. After 2 weeks, the completed
feedback of questionnaire was sent via e-mail. Dateline for this survey was on 15 Jun 2011
which is three week before their final to send the assignment. There are a total of 30
questionnaires being returned by learners with 100 percent of return. The questionnaire
consisted of 4 sections which is section A, section B, Section C and the last section D
6
5. FINDINGS
(i) Profile:
(a) Section A : Background information
This section is a background information from a respondent:
Frequency Percentage(%)
1.Current status:
(a) undergraduate
(b) post-graduate
20
10
66%
44%
2.Current employment:
(a) not employed/not
working
(b) working
-
30
-
100%
3. Year of study
(a) 1ˢ L year
(b) 2ᵑᵈ year
(c) 3O P year
(d) 4L Q year
20
10
-
-
66%
44%
-
-
4. Filed of study:
(a) education
(b) management
(c) health science
5
10
15
17%
33%
50
5. Age (years)
(a) 20-25
(b) 25-30
(c) 31-35
(d) 36-40
-
5
10
8
-
17%
33%
27%
7
(e) more than 40 7 23%
6. Ethnic :
(a) Indian
(b) Chinese
(c) Bumiputera
(d) Other
5
4
21
-
17%
13%
70%
-
7. Gender:
(a) Male
(b) Female
12
18
40%
60%
8. Nationality Malaysia
8
(ii) Result
(b) Section B
Handphone Facilities
3G /4G serviceMMS serviceMemory CardInternet accessOthers
The results of this analysis from section B is handphone Facilities. Following the statement
from the analysis made that’s all student have a handphone. The student has handphone 3G
and 4G service in the 40% and MMS service around 30%. Some Students have a handphone
with video call service but they did not use a video call, the respondent around 30% used the
video call. The students have a handphone with internet access 45%. Handphone have a
memory card that can store digital files are more than 40% they used and the others function
from the handphone are 30% in use.
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(c) Section C
This section was analysis that some handphone owner was subscribe to the Internet line,
while others use Wi-Fi facilities to accessed the internet.
Never Rarely Sometime Often Always0%
5%
10%
15%
20%
25%
30%
35%
40%
Internet Access
Axis Title
Perc
enta
ge
From the analysis some handphone owners subscribe to the Internet line while others use Wi-
Fi facilities to access the internet. The student never subscribe to the internet line using their
handphone the total is 15 students. The student who rarely used Wi-Fi facilities to access the
internet is over 12 students. Sometime sent and received email via handphone the total is 5
students. The student was sent 3G file, opened up, download file from the handphone the
total is 8 students. The always student use the other service in the handphone total student are
10 student.
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(d) Section D
This section was analysis that mobile learning is becoming popular learning soon in Malaysia
as handphone is offering more mobile services are cheaper rate.
Mobile Learning
No.
Statements 1 2 3 4 5Strongl
y disagree
Disagree
Agree
Strongly Agree
Not applicabl
e1. I know what mobile learning
is all about.- 10% 43% 47% -
2. I want to know more about mobile learning.
- - 40% 60% -
3. I don’t think I want to be involved in mobile learning.
- 70% - - 30%
4. I prefer conventional learning than mobile learning.
- 40% 35% 30% -
5. I think mobile learning is good for working adults who are pursing their higher education.
- 20% 50% 30% -
6. I don’t mind paying extra money for mobile learning.
- - 60% 40% -
7. Mobile learning will make my life difficult.
40% 40% 10% 10%
8. I am not ready for mobile learning if the university implements it now.
60% 30% - - 10%
9. I would like my lecturer to integrate mobile learning in my class in addition to face-to-face meetings in the class.
- - 40% 60% -
10. I am afraid I will spend more money on my handphone bill because of mobile learning.
10% 10% 40% 20% 20%
11. I will be ready for mobile learning after 2 years.
- 10% 30% 40% 20%
12. I don’t know how to use 3G facility in my handphone.
20% 20% 30% 10% 20%
13. I would like my lecturer to integrate mobile learning in my class besides online forum in my course
15% 20% 30% 45% -
14. Mobile learning will save my learning time.
- 10% 35% 45% 10%
15. Mobile learning is an alternative to web based
- - 40% 60%
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learning.16. I need to learn how to use my
handphone for mobile learning.
- - 40% 60%
17. I am looking forward to engage in mobile learning.
- - 30% 60% 10%
18. I will upgrade my handphone if mobile learning is going to be implemented in my course.
- 10% 50% 40% -
19. Mobile learning is an alternative to conventional learning.
- 10% 40% 50% -
20. I think my university is not ready for mobile learning using handphone facility.
70% 30% - - -
21. Some of my lecturers are already integrating mobile learning in their teaching.
- - 40% 50% 10%
Based on the studies mobile learning is good for working adults who are pursuing their
higher education. The lecturer was integrated mobile learning in the class besides online
forum. Many students will be upgrading the handphone when the mobile service was a
cheaper rate. Many students are strongly not agreed regarding mobile learning will make my
life difficult. They were thinking mobile learning is good for working adults who are
pursuing their higher education. The students are like their lecturer to integrate mobile
learning in my class besides online forum in my course. Mobile learning will save time for
the working adult learning and many students was strongly agreed that mobile learning is an
alternative to web based learning.
(iii) SUMMARIZE
From these findings, I can conclude that the availability of mobile learning among working
adult learners in Malaysia is better than conventional learning. This is because it can enhance
better knowledge about the use of mobile learning and is also used as motivation and that is
the key to success will be realized. Mobile learning will also produce students who are
competitive and can conquering the generic skills that should be in every university and
college graduates in Malaysia. In addition the role of all parties, especially the lecturers are
necessary to fully ensure the success of mobile learning.
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6. CONCLUSION
Working adult learners in Malaysia can readily choose from a unlimited quantity of data. The
Internet has ushered in an era in which information has become easy to access and easy to
publish. Now, learners must acquire the skills and tools to navigate through this growing
body of information. Mobile learning enables learners to interact using additional tools such
as text messaging, mobile Internet access, and voice communications all through wireless
networks. Multimedia elements in an addition it’s can integrate audio and video to attract
students in the use of mobile learning. Through teaching and learning using audio and video,
students will become more focused, active, constructive, enthusiastic and able to brighten the
role of work in a creative and critical thinking. Developments like this are needed in
producing graduates who are competitive.
Total word: 2524
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7. REFERENCE
El-Hussein., Mohamed, O. M., & Cronje, J. C. (2010). Defining Mobile Learning in the
Higher Education Landscape. Educational Technology & Society, 13 (3), 12-21
Mlearning From Wikipedia. Available at http://en.wikipedia.org/wiki/Mlearning (accessed
Jun,13 2011)
Issham, I., et al., (2010). Satisfaction of Distance Learners towards Mobile Learning in the
University Sains Malaysia. Malaysian Journal of Educational Technology, 10(2), 47-54
Singh, D., Zaitun, A.B.,(2006). Mobile Learning In Wireless Classrooms. Malaysian Online
Journal of Instruction Technology (MOJIT), 3(2), 26-42, Available:
http://pppjj.usm.my/mojit/articles. Accessed Jun 13, 2011
Parsons, D., Ryu, H., & Cranshaw, M., (2007). A Design Requirement Framework for Mobile
Learning Environments. Journal Of Computer, 2(4), 1-8, Available:
http://www.academypublisher.com. Accessed Jun 15,2011
Zoraini, W. A., Chng, L.P.,& Norziati, M., (2009). A Study on Learner Readiness for Mobile
Learning at Open University Malaysia. IADIS, pp 151-157
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