Mobile devices supported learning for novice programmers

Sohail Iqbal, Morshed U. Chowdhury Om Kumar Harsh School of IT Director

Deakin University Hindustan College of Science and Technology Melbourne, Australia Mathura, India

{Sohail, morshed.chowdhury}@ deakin.edu.au Director.hcst@gmail.com

Abstract: Mobile learning is considered to be an advanced stage of E-learning. Mobile devices supported learning provides teaching materials anytime, anywhere, and eliminates space and time constraints for learners. Mobile devices-supported learning includes all portable devices such as mobile phones, PDAs, tablet PCs, and e-books. This paper aims to investigate the issue from a different perspective. Firstly, we consider how many novice programmers have personal mobile devices and what type of mobile devices they are using (PDA, tablet PC, e-book). Secondly, we consider whether the Buraimi University College (Oman) Information Technology infrastructure supports mobile learning. Thirdly we consider students’ behavior and attitude towards mobile devices supported teaching materials. For this purpose, the survey method will be used as a research tool to collect responses from 1st year students enrolled in introductory programming courses at the Information Technology department of Buraimi University College. This paper also describes a set of findings which helps instructors to take steps to promote mobile learning for novice programmers.

Keywords: Mobile devices-supported learning, E-learning, novice programmers

I. INTRODUCTION:

Most of the higher education institutes in Oman (situated in the Middle East and part of the Gulf Cooperation Council (GCC)) incorporate E-learning to support their teaching processes. On the other hand, UNESCO reported that “In the Middle East (excluding the North African countries), mobile penetration rates were expected to reach 93.9% in 2011 and 125.5% in 2015” [14]. Furthermore the report stated that in some GCC countries, the mobile phone penetration rate is more than 100%. The Oman telecommunication regulatory authority reported that mobile subscribers’ penetration rate rose to 185% in September 2012 [10]. A UNHCR report stated that, in Oman, “almost 92% of respondents owned a smartphone. There is widespread use of the latest smartphone handsets and almost 82% of the

respondents indicated they had intermediate level of skills with mobile technologies” [13].

Hence, in this paper, we have hosted an exploratory attempt at using mobile devices-supported learning in a formal setting. We provided additional access of C++ teaching materials to the novice programmers’ on mobile devices in addition to their normal access through a web site. Two surveys were conducted to understand students’ behavior and attitudes towards mobile devices-supported learning.

The remainder of the paper is organized into five sections. Section 2 describes mobile learning. Section 3 presents technological shortcomings in mobile learning. Section 4 provides comparisons between M-learning and E-learning. Section 5 describes research methods adopted for current study. Section 6 presents ‘results and discussion’ on collected survey data. Section 7 discusses some tips for instructor to promote m-learning. Section 8 provides conclusions drawn from the discussion presented in this paper.

II. MOBILE LEARNING

The advancement in wireless and mobile technology provides opportunities to researchers and practitioners to incorporate mobile learning into their teaching and learning environment [12]. Mobile learning is the process of acquiring knowledge through the use of mobile technology such as cellular phones, smart phones and personal digital assistants (PDA). Mobile learning incorporates wireless technology into teaching and learning environments which provides flexible learning to the learners through a ubiquitous, portable and spontaneous approach. The m-learning organization defines m-learning as “using mobile technologies (such as mobile phones and hand held devices) to enhance the learning process” [8].

Prensky categorized most of the students at university (born since 1980) as ‘digital natives’ or mature age students who are ‘digital immigrants’. The ‘digital native’ students have ubiquitous access to mobile devices. Prensky mentioned that, for students, a mobile phone is “a window to an infinite space”

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which they can use in their learning processes [9]. Keegan [6] anticipated this when he wrote that “mobile learning is a harbinger of future learning”.

Mobile learning is different from other types of learning. It differs in technological and educational experiences. Regarding technological perspectives, learners can access learning objects anytime and anywhere. The educational experiences for learners in mobile learning eliminate time and space constraints. It allows interaction between learners and teachers without physical contact [4].

III. TECHNOLOGICAL SHORTCOMINGS IN

MOBILE LEARNING

The technological shortcomings in mobile learning are as follows: [3][7]

• Mobile devices have a short battery life.• The amount and type of information

displayed by mobile devices are limited byscreen size.

• Mobile devices have limited storagecapacities.

• It is not easy to add software applications tomobile devices.

• Wireless network bandwidth is degradedwhen used by large numbers of users.

• Data can easily be lost if it is not properlysaved in mobile devices.

• Mobile devices are less robust compared todesktop computers.

IV. COMPARISONS BETWEEN M-LEARNING ANDE-LEARNING

M-learning has some unique characteristics such as its portability, its ubiquitous nature and its individuality that make it better than E-learning in the education field. The mobile device provides learning activities to learners at any time or place because it accompanies most people everywhere.

The work of D. Mcphee et al [2] suggested that the retention of specific subject knowledge in first year university students for a mobile learning group was better than for traditional learning group students.

Nowadays, mobile devices come with a huge memory, which helps students to save teaching materials and study in less crowded and more comfortable surroundings.

M-learning does not require a specialized knowledge of computers.

Mobile learning can support educational processes at remote or rural locations where the affordability of

e-learning technologies is problematic [5]. A short battery life for mobile devices is another issue though it can be overcome by carrying additional batteries as backup.

V. RESEARCH METHOD

The research method adopted in this study is the survey method. The main goal of the questionnaires was to obtain students’ feedback of their personal experiences of using mobile supported devices in their studies. Two surveys were conducted, the first at the beginning of the semester and the second at the end of the sixth week of studies before test 1. The questionnaire contained close ended and open ended questions. The purpose of the first survey was to collect data on the types and experiences of mobile supported devices. For example, how long the students have been using mobile devices, information regarding the College wireless network, and any prior experience of mobile learning.

The second survey comprised questions regarding whether mobile devices help students understand course content, the recorded class lectures helped them revise course contents, and any other aspects of mobile devices-supported learning.

The sample size is 56 students from the Introduction to Programming and Algorithms course which is a first semester course offered to all Information Technology department students. The students can access recorded class lectures along with other teaching materials from the course web site. Active inspire software (Promethean) is used to record class lectures which is later posted to a Google drive.

The Buraimi University College campus has a state of the art wireless network powered by Cisco devices. The students, faculty and other administrative staff can access the campus wireless network by registering their mobile devices with the University’s networking department.

Fig. 1 shows that students can access C++ teaching materials by mobile phone besides desktop computers. The students can download and saved teaching materials at mobile devices which will help them to access it even if they are offline.

Fig. 2 depicts a snapshot of a recorded video lecture opened on a mobile phone. The videos can be saved in the mobile device which can be used, later on, to revise the lecture at the user’s convenience. The students appreciated videos as a useful tool to catch up on lectures they had missed. On the other hand, it affects class attendance as students realize that they still have the opportunity to access the material from lectures they did not attend.

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Fig. 1: C++ teaching materials opened in mobile

Fig. 2: Recorded video lecture opened in mobile

VI. RESULTS AND DISCUSSIONS

Participants’ responses to surveys 1 and 2 are shown in Tables 1 to 3.

Prensky [9] claimed that most university students (those born since 1980) are ‘digital natives’ reflected clearly in Table 1 (Q1) where 96% of students stated that they have their own personal mobile devices. It is obvious from the statistics that mobile devices can be used in education settings to facilitate the learning process. The education providers should take the necessary steps to incorporate mobile supported learning in their infrastructure. Wireless network coverage across campuses, mobile technology supported learning management systems, and course contents compatible with mobile technology are all needed.

Although the results set out in Table 2 indicate that 98% of students possessed mobile phones compared to other mobile devices (PDA, tablet PC, I-Pad), the course contents should be capable of being delivered by all mobile devices. The recorded lectures used for current research are converted into 3gp (a well known video format) so that it can be viewed by using most mobile devices.

TABLE 1. PERSONAL MOBILE DEVICES AND WIRELESS NETWORK

Survey Question

No.

Yes response No response Total

frequency

% frequency

% Total

%

Q1 54 96.4 2 3.6 56 100

Q4 50 89.3 6 10.7 56 100

Q5 24 42.9 32 57.1 56 100

Q6 48 85.7 8 14.3 56 100

Q7 51 93 4 7 55 98

Q8 52 95 3 5 55 98

TABLE 2: TYPES OF MOBILE DEVICES

Survey Question no.2

Device type frequency %

Mobile phone 55 98.2

PDA 2 3.6

Tablet PC 3 5.4

I-Pad 7 12.5

Other 10 17.9

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TABLE 3: HANDLING OF MOBILE DEVICES Survey Question no.3

0 – 10 years More than 10 years Frequency % frequency %

28 50 28 50

Education providers may not need to provide special training for students to use mobile devices-supported learning as 50% of students have been using mobile devices from 0-10 years. The rest of the participants in the survey had more than 10 years experience in using it (Table 3).

The participants in the current research are novice programmers (first semester students). 90% of participants were well aware that the college has a wireless network, as shown in Table 1 (Q4). Education providers should have a proper process to inform students of their wireless networks. This can be done during the orientation period and/or through the college web site.

Different mobile devices require different ways of connection to a wireless network. Therefore it is the responsibility of the education provider to give proper training to their network staff. The ways of connecting different types of mobile devices to a wireless network should be published on the college web site as the survey reveals that 58% of participants do not know how to connect their mobile devices to the college wireless network (Table 1, Q5).

86% of participants acknowledged that they have prior experience of mobile learning (Table 1, Q6). This trend may encourage education providers to introduce mobile learning in teaching settings.

The second survey was conducted during week six of the current semester to obtain participants’ feedback on mobile supported learning which is shown in Table 1.

The overwhelming majority of participants (93%) agree that mobile devices-supported learning provides additional support to understand course contents. It provides additional support to access teaching materials either by desktop computers or mobile devices. The accessed teaching materials can be saved in mobile device’s memory. This provides the opportunity for learners to revise it in their own time. Even if they are offline or for some reasons, they missed a lecture, they can catch up by listening to the recorded lecture.

As shown in Table 1 (Q8), 95% of participants agree that mobile devices-supported learning helps them to revise teaching materials in their own time in addition to class sessions. On the other hand, the recorded lecture effects class attendance negatively as students realize that they can access lectures later on.

Some participants provided additional comments regarding mobile supported learning in the provided space at the end of survey 2. These comments included:

“I want mobile supported learning in all subjects because it provides a conducive learning environment for me as I can sit in a less noisy and crowded area”.

One participant wrote “mobile supported learning provides flexibility in my study timing and therefore I can efficiently use my time”.

VII. TIPS FOR INSTRUCTOR TO PROMOTE M-LEARNING

The survey (table1, Q1) clearly reveals that students are well equipped with latest mobile technology. The faculty members should support them by providing teaching materials compatible with mobile devices.

Participants’ responses (table1, Q7) indicate that mobile device-supported learning is an additional support in learning process. So faculty members should prepare teaching materials in text and recorded forms. It will help students to read or listen to it and improve their subject knowledge.

The current study was conducted with novice programmers for whom English is not their first language. The medium of instruction is English. So instructor should record lectures (table1, Q8) and help students to revise class sessions and learn it at their own pace.

Faculty members can promote flexible learning approach by supporting mobile devices-supported learning. The students can easily access teaching resources anywhere and anytime.

VIII. CONCLUSIONS

Mobile devices-supported learning provides additional support to the students for accessing teaching materials as depicted in Fig 3.

Fig. 3: Teaching materials support model for students

Teaching materials

Students

Access through web site

Access through mobile devices

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Students can revise teaching materials in their own time and recorded lectures provide an opportunity to catch up on missed classes.

Although this was a small study over a short period of time, the results of the study were very encouraging. They provided a new window of opportunity for higher education institutions to support their students in the learning process. The education providers should take the necessary measures to promote mobile devices-supported learning. Such as development of a mobile devices-supported web system, teaching materials supported by mobile devices, related policies, the upgrading of existing information systems, and training of faculty and staff.

REFERENCES [1] J. Brittain, “Mobile tools for teaching and learning”, available at: http://www.slideshare.net/jymbrittain/mobile-tools-for-teaching-and-learning, accessed Jan, 2012

[2] D. Mcphee, P. Thomas, N. Thomas, “An investigation into the effectiveness of the use of m-learning in the teaching of multimedia to first year university students”, IMCL, Amman, Jordan, 19-21 April, 2006

[3] D. Shanthi, T.S. Al-Mukheini, “Impact of mobile learning in the colleges of applied sciences in sultanate of oman” 2nd International conferences on higher education and quality assurance, 12-13 June, Muscat, Oman ,2010.

[4] F.J. Tapia-Moreno, H.A.Villa-Martinez, C.A. Lopez-Miranda, “Elaboration of statistics learning objects for mobile devices” iJIM – volume 6, Issue 2, April 2012

[5] J. Traxler, “Current state of mobile learning” IRRODL – Volume 8, Issue 2, 2007

[6] D. Keegan, “The future of learning: From eLearning to mLearning”, ZIFF papiere 119. Retrieved from ERIC ED472435

database. Available at: http://www.fernuni-hagen.de/ZIFF , Accessed Dec, 2012

[7] A. .K. Hulme, “Mobile usability in educational context: what have we learnt?” International Review of Research in Open and Distance Learning, Vol. 8, No. 2, page 1-17, 2007.

[8] M-Learning organization, Available at: http://www.m-learning.org, Accessed Dec, 2012

[9] M. Prensky, available at http://www.marcprensky.com, Accessed Dec, 2012.

[10] RTA, Quarterly Report, Telecom Market Indicator, (July-September 2012), Available at: http://www.tra.gov.om/newsite1/Portal/Upload/Documents/570_Telecom%20Market%20Indicators%20Report%20%28Q3%20July-September%202012%29.pdf, Accessed Dec, 2012

[11] UNHCR, safety on the line, Exposing the myth of mobile communication security, Available at: http://www.unhcr.org/refworld/pdfid/502a0c500.pdf Accessed December, 2012

[12] Y. Park, “A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types” in proc. International review of research in open and distance learning, 2011, vol. 12.2, available at: http://www.irrodl.org/index.php/irrodl/article/view/791/1699, Accessed December, 2012

[13] S. Iscaas, “UNESCO working paper series on mobile learning” published in 2012, available at: http://unesdoc.unesco.org/images/0021/002163/216359e.pdf, Accessed December, 2012

[14] N. K. Cherrayil, Mobile subscriptions in Middle East to cross 300m”. Gulf News, 2 December 2010. Dubai, Al Nisr Publishing.http://gulfnews.com/business/telecoms/mobile-subscriptions-in-middle-east-to-cross-300m-1.721749, Accessed December, 2012

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Apendix-1 Table 4: Survey (1 & 2) questions asked from novice programmers related to mobile devices supporting learning

Survey 1: Novice programmers’ mobile devices Q1 Do you have your own personal mobile devices?

Yes No

Q2 What types of mobile devices do you have?

Mobile phone Personal Digital Assistant (PDA)

Tablet PC I-Pad

Other Specify name: --------------------------------------------

Q3 How long have you been using mobile devices?

0-5 years 5-10 years 10-15 15-20 20-25

Q4 Did you know that our college has a wireless network?

Yes No

Q5 Do you know how to connect your mobile devices to the wireless network at college?

Yes No

Q6 Do you have any prior knowledge/experience of mobile learning?

Yes No

Survey 2: Novice programmers’ mobile devices-supported learning experiences

Q7 Do you think mobile devices-supported learning provides additional support to understand course contents?

Yes No Q8 Would you use mobile devices-supported learning for revision during your own time in addition to class

sessions?

Yes No Q9 If you have any suggestions regarding mobile devices-supported learning, please use the space below to

share your thoughts with us.

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