Topic : MOBILE LEARNING READINESS AMONG WORKING ADULT LEARNERS IN MALAYSIA
Introduction
Nowadays, mobile learning is no longer a new thing. At the age of modern technology, people should equip themselves with a variety of science to improve the quality of life. The revolution in communications technology make a difference online learning patterns of distance learning (dLearning) to electronic learning (eLearning) and now to mobile learning (mLearning). Mobile learning gives us the opportunity to learn all the times. As a student, It gives us the flexibility to work and other routine life as usual. Mobile learning can involve a greater variety of equipment than conventional learning, for as the name implies, "mobile" involves using the Internet facilities.
Mobile learning can be defined as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.”. (Molenet, 2007). Mobile learning can take place in any location at any time, including workplaces, home, public area, our community locations and inside a public transport also.
As we know, mobile learning involve uploading, downloading, viewing, and sharing information between students and tutor. To ensure that all runs smoothly, we must use a modern technology such as mobile phones, smartphones, PDAs, Ultramobile PCs (UMPCs), mini notebooks or netbooks. Educationall.co.uk defined mobile learning as '...where the learner has the ability to learn anytime,
anywhere, using a hand-held device'. This statement reinforces that the use of modern technology is essential in mobile learning. So if if an educational institution want to implement mobile learning, they must provide conditions for their students to have a modern tool that can reach the Internet.
In Malaysia, the online student of diverse backgrounds. Some are able to have a smartphone or laptop, while others cannot afford to buy even smatphone for them to learn online. Open University Malaysia is one of the pioneer implementing mobile learning.
The pilot project was implemented during the May 2009 semester, involving 74 tutors and 1863 first-semester students who were enrolled in a course titled, Learning Skills for Open and Distance Learners. Students do not have to sit in front of a personal computer for reading or
download notes. It has been simplified by using only the internet
provided by a mobile phone service subscribed.
Through a research paper conducted by Singh and Olive (2006) some problems have been identified for example, mobile devices battery that need to be charged, limited storage to store data and use of broadband Internet is not widespread.
I have read a few journals that have been made to study students' willingness to accept mobile learning. The following are among the five journals which have been extracted and made conclusion.
Past Studies
Journal 1
“Mobile learning is a form of learning using mobile technology or in a place where the infrastructure allows the use of non-wire technology, and focuses on the delivery of learning content through mobile electronic devices.” (Saedah Siraj, 2002, 2004). A mobile-learning study was conducted by Saedah Siraj. She carried out the study about Mobile learning in future curriculum. The study was done in the University Malaya in 2004. Study began in December 2001 until January 2002 at seven places, including shopping centers, recreation centers and workplaces.
The study reported that 57% of mobile phones felt their lives had changed; 50% use the phone to play games and managed to improve their reading or spelling; like using mobile phones to learn mathematics; 89% say their mobile phones do not worry about health and their safety. She find that Mobile learning is an alternative education from the various existing educational patterns in the country. Significant relevance for students at universities and colleges, especially for courses that require more research beyond the campus.
Journal 2
“Mobile learning is moving away from its infancy stage. Researchers are moving quickly to explore many aspects of mobile learning However the mass benefits have yet to be seen” (Tiong Goh, 2006). Tiong Goh has done a study on Mobile Learning Architecture in 2006 at Victoria University, New Zealand. The study looks into the architecture issues in developing mobile learning systems. Stone (2003) pointed out the risk of pedagogy being lost from the original learning objects when designing scalable and mobile learning for multiple technologies. Lonsdale, Baber, Sharples, and Arvanitis (2003) described context-awareness architecture for mobile learning. Conclusions of this research found that there is a need to provide a synchronization mode for mobile access, because mobile access is not as reliable as fixed line access.
Journal 3
Are You Ready for Mobile Learning? Frequent use of mobile devices does not mean that students or instructors are ready for mobile learning and teaching. Joseph Rene Corbeil and Maria Elena Valdes has conducted a study on the availability of mobile learning at the University of Texas at Brownsville in 2006.
The population of 191 graduate and undergraduate students, 107 students (56 percent) volunteered to participate in the survey. In addition, 30 faculty (45 percent) from the School of Education also participated. They found that the implications of mobile learning are far-reaching, and its potential effect on education profound. Mobile learning capabilities will continue to expand with the introduction of smaller, more sophisticated and powerful gadgets capable of delivering data in a variety of formats anywhere, at any time.
Journal 4
Learning Federation from Autralia have carried out a study on mobile phone is learning. Study conducted in 2009 involving 196 students aged between 7 to 11 years. Through the mobile phones, students listened to pre-recorded questions in Indonesian delivered over a computer. Student answers were recorded and uploaded to a website for marking and commentary, through a system provided by Learnosity (www.learnosity.com). On the site, students could listen to and re-record their answers before submission for marking, and could later review their mark and listen to model answers.
Result from the study, overall there was an 11% increase in students mean score between pre- and post-testing, which suggests that this project had a positive impact on the language skills of the participating students. This finding is broadly supported by feedback from students and teachers.
Journal 5
An article on Mobile Assisted Language Learning, written by Valarmathi. K. E. in April, 2011 stating that the requirements of Mobile phones are already becoming much more than devices for wirelessly transmitting the human voice. Mobile phones already support a variety of data and multimedia features, most notably
• Short messages and photography.
• Video photography and audio for playback of ringtones and music.
• Individual and interactive games and access to information (such as driving directions, travel information, and email).
Studies conducted in Annammal College of Education for Women, Thoothukudi, India in 2011. Results indicate that the mobile learning techniques involves the principle of ‘anytime anywhere’, which makes it available to the user as and when required. Mobile phone is one device that effectively utilizes time and the user is not bound by time constraints.
In the research I did, the respondents are from among those who live in Putrajaya, Kuala Lumpur and Selangor. They need to fill out sample forms attached. Respondents are required to return the sample form within 7 days. All of them consist of undergraduate and post graduate student. Survey forms are distributed is divided into four section as described below.
Recent Study
Section A
Based on input from the survey form, there were 14 respondents aged between 31-35 years. This total monopoly of nearly half of the total circulation of 30 respondents. it covers 47% of the total respondents. Number of respondents who completed according to age is illustrated in the table below :
Age Responden Percentage
20-25
5 17%
25-30 8 27%
31-35 14 47%
36-40 1 3%
40 and above 2 6%
23 respondents were first-year students university. Followed by students in two of four people, three-year student of 2 and 4 years a respondent. All respondents is composed of 18 women and 12 men.
Findings from the above table shows the middle age group between 31 to 35 years are the most numerous studies. As we know, the middle class was not too difficult to accept changes in methods of learning if they switch from conventional methods for mobile learning.
Section B
All the feedback from respondents had mobile phones.. However, only 20 respondents who have a cell phone that can make access to the internet. The remaining 10 respondents have a cell phone with no Internet access. This shows very few number of respondents who have a phone that can reach the Internet. It covers only 67% of the amount of the respondents.
What we know, the main asset for implementing mobile learning is a phone that can make access to the Internet. Roughly, there are 33% of the respondents which is not prepared to follow the lesson in mobile learning. Indirectly, only 67% of respondents who actually prepared to follow the mobile learning and the rest would not be because they do not have cell phone access to the internet.
Section C
Findings from section B states, a total of 20 respondents who have access to mobile internet, only three respondents who regularly use the internet. 8 respondents never use the internet. While the rest rarely or occasionally use the internet.
Result of the servey also found that five respondents who always use wifi to surf the Internet using their mobile phones. 11 respondents did not connect the internet via wifi using their mobile phones. While the remaining five respondents with mobile internet facilities sometimes use the wifi. While 3 and 2 respectively the respondents use the internet via wifi sometimes and rarely.
A total of only two respondents who regularly download files via their mobile phones. This indicates a willingness to use mobile phones as learning materials is very low. it is impossible for students to use their mobile phones as learning tools.
Section D
A total of 23 respondents knew about mobile learning. It covers 76.66% of the total respondents. This shows knowledge of mobile learning is very widespread and well known.
13:33% respondents did not know or do not know nothing about mobile learning. While the remaining 10% is not associated with them. Statistics on the percentage of respondents level of knowledge about mobile learning is shown in the chart below;
Chart : Knowledge about Mobile Learning
Majority of 19(63.33%) respondents agreed that they were only willing to receive mobile learning teaching methods within the next 2 years. 8(26.67%) of the respondents did not agree to receive mobile learning through learning. They may be able to accept these methods at present or is not ready to accept mobile learning through learning. This group can be considered not ready to accept mobile learning. They may also be prepared to accept the teaching methods at any time.
The remaining three(10%) respondents choose not aplicable to receive mobile learning through learning. They are only obeying the wishes of the university where they study. Complete information on the readiness to use mobile learning within the next 2 years is shown in the bar chart below.
Chart : Readiness for mobile learning
Conclusion
Based on survey results that have been made, roughly found students in Malaysia is still not ready to accept mobile learning. This is because based on the results, only 20 respondents who have a smart phone. While only 3 of 20 with a smart phone is always use for internet access. This amount is too small compared to 30 respondents who took part. However, studies conducted around the Klang Valley only. Studies can be done as a whole to other states to get more extensive statistics.
There is no doubt a lot of problems will arise if you want to implement the Mobile Learning environment in institutions of higher learning. However, if taken seriously, the problem can be overcome easily either in the short or long. The role of all parties, especially lecturers and students should be fully taken into account that the problem can be overcome completely.
Extensive research may be conducted to identify and improve existing opportunities to ensure a positive willingness to implement the Mobile Learning in Malaysia. Environmental education in Australia may differ from those in foreign countries. Way of life and greatly influenced the concept of learning readiness to implement mobile learning in Malaysia. Therefore, the study of life style and culture of learning should be implemented to ensure the readiness of students to receive mobile learning. Extensive research in this field will certainly be able to develop the education sector in Malaysia, especially in higher education institutions.
The benefits can be obtained by the use of Mobile Learning can be used as motivation in the success of this new teaching method. As we know its impact on the future of students already proven overseas and that is the key to success is to be taken into consideration to realize methods of teaching and learning of Mobile Learning
Typically, to begin the use of electronic learning, there are many problems to be encountered and overcome before they totally work. That is also the case in the implementation of mobile learning as the proverb says: "where there is a will there's no way."
Introduction
Nowadays, mobile learning is no longer a new thing. At the age of modern technology, people should equip themselves with a variety of science to improve the quality of life. The revolution in communications technology make a difference online learning patterns of distance learning (dLearning) to electronic learning (eLearning) and now to mobile learning (mLearning). Mobile learning gives us the opportunity to learn all the times. As a student, It gives us the flexibility to work and other routine life as usual. Mobile learning can involve a greater variety of equipment than conventional learning, for as the name implies, "mobile" involves using the Internet facilities.
Mobile learning can be defined as “The exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend the reach of teaching and learning.”. (Molenet, 2007). Mobile learning can take place in any location at any time, including workplaces, home, public area, our community locations and inside a public transport also.
As we know, mobile learning involve uploading, downloading, viewing, and sharing information between students and tutor. To ensure that all runs smoothly, we must use a modern technology such as mobile phones, smartphones, PDAs, Ultramobile PCs (UMPCs), mini notebooks or netbooks. Educationall.co.uk defined mobile learning as '...where the learner has the ability to learn anytime,
anywhere, using a hand-held device'. This statement reinforces that the use of modern technology is essential in mobile learning. So if if an educational institution want to implement mobile learning, they must provide conditions for their students to have a modern tool that can reach the Internet.
In Malaysia, the online student of diverse backgrounds. Some are able to have a smartphone or laptop, while others cannot afford to buy even smatphone for them to learn online. Open University Malaysia is one of the pioneer implementing mobile learning.
The pilot project was implemented during the May 2009 semester, involving 74 tutors and 1863 first-semester students who were enrolled in a course titled, Learning Skills for Open and Distance Learners. Students do not have to sit in front of a personal computer for reading or
download notes. It has been simplified by using only the internet
provided by a mobile phone service subscribed.
Through a research paper conducted by Singh and Olive (2006) some problems have been identified for example, mobile devices battery that need to be charged, limited storage to store data and use of broadband Internet is not widespread.
I have read a few journals that have been made to study students' willingness to accept mobile learning. The following are among the five journals which have been extracted and made conclusion.
Past Studies
Journal 1
“Mobile learning is a form of learning using mobile technology or in a place where the infrastructure allows the use of non-wire technology, and focuses on the delivery of learning content through mobile electronic devices.” (Saedah Siraj, 2002, 2004). A mobile-learning study was conducted by Saedah Siraj. She carried out the study about Mobile learning in future curriculum. The study was done in the University Malaya in 2004. Study began in December 2001 until January 2002 at seven places, including shopping centers, recreation centers and workplaces.
The study reported that 57% of mobile phones felt their lives had changed; 50% use the phone to play games and managed to improve their reading or spelling; like using mobile phones to learn mathematics; 89% say their mobile phones do not worry about health and their safety. She find that Mobile learning is an alternative education from the various existing educational patterns in the country. Significant relevance for students at universities and colleges, especially for courses that require more research beyond the campus.
Journal 2
“Mobile learning is moving away from its infancy stage. Researchers are moving quickly to explore many aspects of mobile learning However the mass benefits have yet to be seen” (Tiong Goh, 2006). Tiong Goh has done a study on Mobile Learning Architecture in 2006 at Victoria University, New Zealand. The study looks into the architecture issues in developing mobile learning systems. Stone (2003) pointed out the risk of pedagogy being lost from the original learning objects when designing scalable and mobile learning for multiple technologies. Lonsdale, Baber, Sharples, and Arvanitis (2003) described context-awareness architecture for mobile learning. Conclusions of this research found that there is a need to provide a synchronization mode for mobile access, because mobile access is not as reliable as fixed line access.
Journal 3
Are You Ready for Mobile Learning? Frequent use of mobile devices does not mean that students or instructors are ready for mobile learning and teaching. Joseph Rene Corbeil and Maria Elena Valdes has conducted a study on the availability of mobile learning at the University of Texas at Brownsville in 2006.
The population of 191 graduate and undergraduate students, 107 students (56 percent) volunteered to participate in the survey. In addition, 30 faculty (45 percent) from the School of Education also participated. They found that the implications of mobile learning are far-reaching, and its potential effect on education profound. Mobile learning capabilities will continue to expand with the introduction of smaller, more sophisticated and powerful gadgets capable of delivering data in a variety of formats anywhere, at any time.
Journal 4
Learning Federation from Autralia have carried out a study on mobile phone is learning. Study conducted in 2009 involving 196 students aged between 7 to 11 years. Through the mobile phones, students listened to pre-recorded questions in Indonesian delivered over a computer. Student answers were recorded and uploaded to a website for marking and commentary, through a system provided by Learnosity (www.learnosity.com). On the site, students could listen to and re-record their answers before submission for marking, and could later review their mark and listen to model answers.
Result from the study, overall there was an 11% increase in students mean score between pre- and post-testing, which suggests that this project had a positive impact on the language skills of the participating students. This finding is broadly supported by feedback from students and teachers.
Journal 5
An article on Mobile Assisted Language Learning, written by Valarmathi. K. E. in April, 2011 stating that the requirements of Mobile phones are already becoming much more than devices for wirelessly transmitting the human voice. Mobile phones already support a variety of data and multimedia features, most notably
• Short messages and photography.
• Video photography and audio for playback of ringtones and music.
• Individual and interactive games and access to information (such as driving directions, travel information, and email).
Studies conducted in Annammal College of Education for Women, Thoothukudi, India in 2011. Results indicate that the mobile learning techniques involves the principle of ‘anytime anywhere’, which makes it available to the user as and when required. Mobile phone is one device that effectively utilizes time and the user is not bound by time constraints.
In the research I did, the respondents are from among those who live in Putrajaya, Kuala Lumpur and Selangor. They need to fill out sample forms attached. Respondents are required to return the sample form within 7 days. All of them consist of undergraduate and post graduate student. Survey forms are distributed is divided into four section as described below.
Recent Study
Section A
Based on input from the survey form, there were 14 respondents aged between 31-35 years. This total monopoly of nearly half of the total circulation of 30 respondents. it covers 47% of the total respondents. Number of respondents who completed according to age is illustrated in the table below :
Age Responden Percentage
20-25
5 17%
25-30 8 27%
31-35 14 47%
36-40 1 3%
40 and above 2 6%
23 respondents were first-year students university. Followed by students in two of four people, three-year student of 2 and 4 years a respondent. All respondents is composed of 18 women and 12 men.
Findings from the above table shows the middle age group between 31 to 35 years are the most numerous studies. As we know, the middle class was not too difficult to accept changes in methods of learning if they switch from conventional methods for mobile learning.
Section B
All the feedback from respondents had mobile phones.. However, only 20 respondents who have a cell phone that can make access to the internet. The remaining 10 respondents have a cell phone with no Internet access. This shows very few number of respondents who have a phone that can reach the Internet. It covers only 67% of the amount of the respondents.
What we know, the main asset for implementing mobile learning is a phone that can make access to the Internet. Roughly, there are 33% of the respondents which is not prepared to follow the lesson in mobile learning. Indirectly, only 67% of respondents who actually prepared to follow the mobile learning and the rest would not be because they do not have cell phone access to the internet.
Section C
Findings from section B states, a total of 20 respondents who have access to mobile internet, only three respondents who regularly use the internet. 8 respondents never use the internet. While the rest rarely or occasionally use the internet.
Result of the servey also found that five respondents who always use wifi to surf the Internet using their mobile phones. 11 respondents did not connect the internet via wifi using their mobile phones. While the remaining five respondents with mobile internet facilities sometimes use the wifi. While 3 and 2 respectively the respondents use the internet via wifi sometimes and rarely.
A total of only two respondents who regularly download files via their mobile phones. This indicates a willingness to use mobile phones as learning materials is very low. it is impossible for students to use their mobile phones as learning tools.
Section D
A total of 23 respondents knew about mobile learning. It covers 76.66% of the total respondents. This shows knowledge of mobile learning is very widespread and well known.
13:33% respondents did not know or do not know nothing about mobile learning. While the remaining 10% is not associated with them. Statistics on the percentage of respondents level of knowledge about mobile learning is shown in the chart below;
Chart : Knowledge about Mobile Learning
Majority of 19(63.33%) respondents agreed that they were only willing to receive mobile learning teaching methods within the next 2 years. 8(26.67%) of the respondents did not agree to receive mobile learning through learning. They may be able to accept these methods at present or is not ready to accept mobile learning through learning. This group can be considered not ready to accept mobile learning. They may also be prepared to accept the teaching methods at any time.
The remaining three(10%) respondents choose not aplicable to receive mobile learning through learning. They are only obeying the wishes of the university where they study. Complete information on the readiness to use mobile learning within the next 2 years is shown in the bar chart below.
Chart : Readiness for mobile learning
Conclusion
Based on survey results that have been made, roughly found students in Malaysia is still not ready to accept mobile learning. This is because based on the results, only 20 respondents who have a smart phone. While only 3 of 20 with a smart phone is always use for internet access. This amount is too small compared to 30 respondents who took part. However, studies conducted around the Klang Valley only. Studies can be done as a whole to other states to get more extensive statistics.
There is no doubt a lot of problems will arise if you want to implement the Mobile Learning environment in institutions of higher learning. However, if taken seriously, the problem can be overcome easily either in the short or long. The role of all parties, especially lecturers and students should be fully taken into account that the problem can be overcome completely.
Extensive research may be conducted to identify and improve existing opportunities to ensure a positive willingness to implement the Mobile Learning in Malaysia. Environmental education in Australia may differ from those in foreign countries. Way of life and greatly influenced the concept of learning readiness to implement mobile learning in Malaysia. Therefore, the study of life style and culture of learning should be implemented to ensure the readiness of students to receive mobile learning. Extensive research in this field will certainly be able to develop the education sector in Malaysia, especially in higher education institutions.
The benefits can be obtained by the use of Mobile Learning can be used as motivation in the success of this new teaching method. As we know its impact on the future of students already proven overseas and that is the key to success is to be taken into consideration to realize methods of teaching and learning of Mobile Learning
Typically, to begin the use of electronic learning, there are many problems to be encountered and overcome before they totally work. That is also the case in the implementation of mobile learning as the proverb says: "where there is a will there's no way."
References
Molenet, (2007). Mobile Learning Introduction. Retrieved on 15 June 2011 from http://www.molenet.org.uk.
Education All.(2011). Retrieved on 15 June 2011 from http://www.educationall.co.uk/Mobile-learning.html.
Singh and Olive, (2006). Mobile Learning Education. Retrieved on 20 June 2011 from http://mobilelearning.oum.edu.my/oum/index.php?c=mobile&v=art_view&domid=1&parent_id=266&cat_id=268&art_id=660&lang=eng.
Thoothukudi, (2011). Mobile learning techniques. Retrieved on 20 June 2011 from https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BwOKc8FiJVqpYTEzZDg3ZDItZDNkYS00OGM1LTljNDktYjNhNGEwN2UzZDYx&hl=en.
Saedah Siraj, (2004). Mobile learning in future curriculum. Retrieved on 20 June 2011 from http://myais.fsktm.um.edu.my/5093.
Kinshuk, (2006). Distance education Analysis Forecasts and trends. Retrieved on 20 June 2011 from http://www.thefreelibrary.com/Getting+ready+for+mobile+learning--adaptation+perspective-a0147098665.
Joseph Rene and Maria Elena, (2007). Are You Ready for Mobile Learning?. Retrieved on 25 June 2011 from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AreYouReadyforMobileLearning/157455.
The Le@rning Federation, (2009). Mobile phones and language learning. Retrieved on 27 June 2011 from http://www.curriculum.edu.au/leader/mobiles_tlf,28568.html?issueID=11903.
Valarmathi, (2011). Mobile Assisted Language Learning. Retrieved on 2 July 2011 from https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BwOKc8FiJVqpYTEzZDg3ZDItZDNkYS00OGM1LTljNDktYjNhNGEwN2UzZDYx&hl=en.
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