CRICOS 00111DTOID 3069

Enhancers and challenges to impactful mobile

learningDavid Reid @northeastkiwi Dr Katya Pechenkina @katya_pechenkLecturer, Advertising Research FellowFBL LTU, Office of Senior DVC & Provost

Presented at Transforming Learning Conference Swinburne University of Technology13-14 September 2016Melbourne Australia http://transformconference.com/ #SwinTLC

OutlineDefinitions & questionsContextThis Study: GoalsThis Study: MethodsFindingsM-learning adoption: Considerations

Definitions & Questions Mobile learning (or m-learning): a variety of mobile technology-enabled learning practicesStudent m-learning adoption is influenced by a range of factors, intrinsic and extrinsicDevice ownership is not uniformBYOD (‘Bring-Your-Own-Device’) and prescribed technology are main institutional policies aiming to leverage mobile devices for learningDoes m-learning approach influence student adoption?

ContextM-learning has capacity to give students better control over learning, help them personalise their learning based on their needs, interests and locations and enable collaboration, peer review, feedback and authentic assessment among other teaching and learning activities (Jones, Scanlon, & Clough, 2013)Students’ m-learning adoption affected by a range of factors: perception of usefulness, prior experiences with technology, relevance to learning goals, even future job prospects (Park et al., 2012) Device ownership is not uniform

This study: Goals Does a university’s preferred m-learning approach affect students’ adoption?

– How do students perceive access to learning material, study experience, engagement, and collaboration, with and without prescribed technology?

– Do students’ perceptions of the above change when they have access to a loaned mobile device?

Learning Transformations Unit supported BYOD/prescribed m-learning trial (seed grant) with FBL Advertising students, 2014-2015

This study: MethodsStudents were loaned a Samsung Galaxy Tablet for the duration of the trial to use for learning activities as directed by lecturerLearning activities: using mobile apps, digital assessments (quizzes) & online group work Online survey (N=22) and 4 in-depth interviewsQuestions gauged students’ m-learning experiences, their device preferences and perceived benefits and drawbacks

FindingsSurvey participants: half of sample aged 18-20 and half 21-29; gender balance (50/50); half majored in Advertising, the rest split between Marketing, Media Studies and PR86% owned at least one personal mobile device, used in some capacity for learningInterviewees: chosen from the survey sample based on technology use preferences

Findings (continued)Students used all available devices (owned or loaned) simultaneously, in a way that does not duplicate but supplements learning activitiesUse of mobile technologies shaped by immediate needs and habitsLearning task at hand determines which device will be used to perform the taskTime needed to familiarise oneself with a new device (“learning curve”) – factors in the device choosing processBrand/OS loyalty and preferences determined device choice

Findings (continued)77% did not think they learnt new skills However, many commented on the usefulness of having a prescribed device in performing learning tasks: improvement in typing speed, multi-tasking, productivity & time management efficiencyAnother benefit was in the guided use of mobile apps and social mediaStudents saw the process of becoming confident users of various devices as beneficial to their employability

Findings (continued)82% agreed guided use of mobile devices for learning (regardless of device) helped better integrate knowledge from the unit86% believed that using a mobile device for learning enhanced their experience in the unit Students valued: curated resources, quick access to online materials, the ability to learn using multiple devices

M-learning adoption considerations

Key considerations: Technology user preferences, guidance/structure and how fit-for-purpose a device isStudents tended to use personal and loaned devices simultaneously and in a complementary manner rather than choosing to use one device for all learning activities In regards to the loaned Tablets, students found using the device improved their digital literacy skills such as typing and reading speed and facilitated better multi-tasking and productivityThese considerations can help academics fully leverage mobile learning technology in the classroom, regardless of whether it is BYOD or a prescribed device

Thank you Full paper based on this presentation is forthcoming in the proceedings of the mLearn 2016 conference Interested in collaboration or networking? Find us on social media and academic platforms:

@katya_pechenkswinburne.academia.edu/

KatyaPechenkina

www.researchgate.net/profile/Ekaterina_Pechenkina2