Mobile learning as educational tool

Mobile learning is a type of learning that takes place in learning environments by using personal electronic devices such as smart-phone, PDA, tablet, mini laptop and etc. Mobile learning is spreading quickly and most likely to become one of the most effective ways of bringing higher education in the future. According to Alrasheedi and Capretz (2015), mobile learning is newest platform and based on the rapid rate of proliferation of mobile technology throughout the world is expected to grow at a rapid rate. Mobile learning is a specific type of model using mobile technology (Naismith, Lonsdale, Vavoula, & Sharples, 2004;Yuen & Yuen, 2008), while e-learning is learning experiences to support individual learning with various types of computer technologies(Clark & Mayer, 2008; Horton, 2006). Mobile learning has been widely used by students and teachers as an educational tool in higher education. But nevertheless to say, let us take a look at how effective it is as a learning tool in higher education?

Every students and teachers have their own perspective towards mobile learning. Students have a clear vision on how technology works, particularly mobile devices as they have never live without it. One of the studies aim to better understands and measure students attitudes and perceptions towards the effectiveness of mobile learning. According to Traxler (2007), higher educations students may be ready to adopt mobile learning sooner than K-12 students because more college students have their own mobile devices. Baran (2014) in his article A Review on Mobile Learning in Teacher Education points out that with the widespread use of mobile devices, teacher educators are expected to show more interest in testing the strategies for implementing mobile devices in their courses and professional development programs. This shows that teachers are willing to accept mobile learning in teacher education.

Most of the students in higher education own a mobile devices. Students uses their mobile devices to check for messages, calls, or even alerts. Other than checking up their mobile devices for any messages, students have been using their mobile devices to help them in their education. For example, students can communicate with their teachers via email. But first students must adopt mobile learning. Few studies have been conducted to investigate the current state of students in higher education perceptions toward mobile learning. In Cheon, Lee M. Crooks and Song (2012) research article entitled An investigation of mobile learning readiness in higher education based on the theory of planned behaviour, a total of 177 undergraduate students participated in the survey. There were 84 males and 93 male. The survey was located in the Southwest, United States. The survey instrument contained 30 items. The survey measured participants perceptions with a 7-point Likert scales, ranging from totally disagree to totally agree. All data were collected via online survey. Meanwhile, in Al-Fahad (2009) research article, a questionnaire was developed to study the attitudes of students on the effectiveness of mobile learning. Age range 18 26 years of random sample of 186 undergraduate female students was participated. The participants were asked to fill a questionnaire which included all types of measuring students attitudes and perceptions on the effectiveness towards mobile learning. A total of eight questions were asked. All the data was collected by means of paper and a pencil survey. This has led to an important issue to be measured in any future mobile learning implementation. Higher education are increasingly exploring mobile learning to improve its effectiveness to engage students and to enhance learning. Mobile learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assist students and teachers as they navigate the options available in the expanding distance learning world (McConatha, Praul & J. Lynch, 2008). McConatha, Praul and J. Lynch (2008) in their article, a survey has been conducted to evaluate the effectiveness of HotLava Softwares Learning Mobile Author in enhancing learning outcomes in an introductory undergraduate sociology class. Learning Mobile Author is a software program that guide users through the development and publishing of mobile-device ready web content. A total number of 112 freshmen students were given the opportunity to use the program for the purpose of assisting them in their preparation for two scheduled exams. Practice and review questions were made available on all internet capable mobile devices via Learning Mobile Author. The survey was conducted during 2006 spring semester. At the end of the first and second third of the course, two mid semesters test were given. The average score of each students on the tests were used as a dependent variable to assess the effect of independent variable. 42 out of 112 students choose to access these data via their own personal devices. All of their responses were collected and recorded. Their results, as indicated by the finals grade, were compared with the one who did not use the M-Learning tool.

Teachers who is teaching a class of any sorts or sizes get the idea that interactive learning is better. The more senses the teachers engage in students while teaching, the higher the probability they will remember what the teachers has taught them. Not only that, they will also enjoy the learning as well. Teachers who can embrace technology will be able to use technology well in their classrooms. A research has been conducted to determine the implication on the development of mobile learning experiences in teacher education. The research has been conducted by Baran (2014), in the USA teacher education contexts by Australia and Finland. 21 studies were conducted within preservice teacher, education contexts, 10 within in-service teacher education context, four within teacher educators contexts, one in both preservice and in-service teacher education contexts and one in coaching contexts. Educational research syntheses demonstrate important interactions and connections from existing literature and offer conclusions or build theories for further research and practice (Minner, Levy, & Century, 2010). Another research has been conducted by Alrasheedi and Capretz (2015), to assess on how and to what extent of factors affect teachers perspective on the use of mobile learning, in the higher education. A total numbers of 64 teachers participated. Of this, 47 were male and 17 were female. All the teachers are undergraduate and post-graduate instructors teaching different course in five universities in Saudi Arabia. A detailed survey targeting the educators using the m-learning platform. It focuses on gatehering the opinions of instructors and analysing them in systematic manner. The present survey of mobile learning comprised of a series of questions determining the attitude of teachers towards mobile learning. Four of the questions involved multi item rating scales and were straightforward involving single-item measurements.

All of the five researches the have been conducted shows a positive result. Al-Fahad (2009) research results shows that the mean scores of the sample indicate that more than 50%, of respondents strongly support mobile learning as an effective method for learning. This data indicates that mobile technologies is very effective and flexible enabling students to get access of greater freedom of learning at any place at any time they want. Mobile learning can also provide good support to micro-learning, new and effective way of learning (Habitzel, Mark, Sthehno & Prock, 2006). To further strengthen that mobile learning is effective, Cheon, Lee M. Crooks and Song (2012) research results, stated that college students feel that mobile learning is easy to use and useful. It is obviously not just students who are aware of these experiential benefits, teachers experience it as well. In Alraseedi an Capretz (2009) research, the result indicates that mobile phone and internet penetration was extremely high among teachers and they were both aware of and were active users of the mobile phone as well as intenet technologies in tandem.

As conclusion, mobile learning is really an effective tool to use in higher education. According to Baran (2014), mobile devices have become attractive learning devices for education. The first published studies focusing on M-learning began around 2000. In April 2000 issue of Computers and Education, Sharples (2000) discussed the potential for new designs in personal mobile technologies that could enhance lifelong learning programs and continuing adult economical opportunities. However, there is little research that measures their effectiveness overall, and the results of what has been done may be considered uncertain especially on teacher development in higher education. More research is needed to support system-wide adoptions of mobile learning in specific teachers education. As one study said, Claims about the motivation-enhancing effects of IWB [interactive white boards] are not baseless, but they appear to be somewhat overstated. Research is needed to determine how IWB-use is associated with academic performance, and also to examine how teachers use the IWB and how this usage could be strengthened. More training should be conducted so that teachers can know how to incorporate technology in classrooms otherwise it is no more effective like how we expect it to be.

It is true that students have regular access to smart phone, personal computers and other mobile devices. Most of the students are excited to use mobile learning as their educational tool. But in some country, mobile technologies are not yet popular due to cost involved in owning and using higher-end mobile technologies. But every single feature that makes mobile learning possible in the higher education has its own disadvantage to it. For example, wireless technology. Wireless technology is everywhere and can be offer at any time but the actual possibility depends entirely on the interest of learners. So, in order for mobile learning to succeed in the near future, it is necessary for students and teachers to adopt to mobile learning. More researches should be conducted to understand more about mobile learning.