Evaluation of a Mobile Platform to Support Collaborative Learning: Case Study

Introduction

The '80s were the decade of the personal computer introduction. Later, the World Wide Web became one of the most successful educational tools of all time: combining and integrating text, audio and video with interaction among users. Thus, in the ‘90s, the World Wide Web invaded our houses, schools and revolutionized the availability and sharing of information. As a result the development of new techniques and technologies in education allow the introduction of new methods of teaching (emphasizing learning instead of teaching), particularly distance education, e-learning and, more recently, learning through mobile devices, the mobile learning (m-learning).

Technological developments expanded the educational horizons in the 90s, eliminating constraints of time and space for both teachers and students. New learning approaches were created by the fast diffusion of Internet and online courses emerged as a new mode of teaching. Since then, interest in the development and use of distance learning in higher education has increased (Dabbagh & Kitsantas, 2004).

The e-learning itself, and the possibilities offered by the development of mobile devices potencies new opportunities and new challenges to educational systems. New tools and devices emerge in learning, involving teachers, students and transforming the environment in which they operate. These tools can be directly integrated into school activities, to enhance and promote new ways of teaching and learning.

Mobile computing, on the other hand, supports the paradigm of anywhere, any time and, therefore, mobile devices have become increasingly popular in several areas of activity due to its simplicity, functionality, portability, ubiquity, access, interaction and its ease of use (too many qualities not to be aware of mobile devices potential!).One of the great advantages of these devices is their size and mobility that, in education, may benefit learners in many ways. First of all, students use and adapt themselves to the technology as they have grown knowing and working with such devices their entire lives. Also, they can connect to the teacher and colleagues in a true collaborative learning environment and use learning objects in any place at any time.

Among the many potential applications is the one showed in Figure 1. This application family allows the information sharing between users (learners) using a common platform.

Figure 1.

The MLE communicates with the learning platform over HTTP and XML

This paper describes the (re)use of an adapted platform from an API of MLE (Mobile Learning Engine) (Figure 1), to create tests, quizzes, forums, SMS, audio, video, mobile learning objects, in combination with a learning platform (Moodle). Several examples of its use in a higher education course are shown. All tools are open source.

Mobile Learning

Wireless applications are replacing the ones based on cable networks: e-commerce has changed to m-commerce, the m-business replaced e-business, m-banking will replace e-banking and, undoubtedly, the m-learning will replace e-learning.

The Internet has grown considerably. Between 2000 and 2008, the overall growth was 342.2%, 274.3% in Europe and near 70%, in Portugal (data from May 2009¹).

According to the International Telecommunication Union, at the end of 2008 there were 4.1 billion mobile subscriptions in the world, compared to 1.2 in 2002. Figures for Portugal are presented in Figure 2, where it can be seen the penetration of mobile broadband versus broadband and Internet.

Figure 2.

Internet penetration in the population (Total, broadband and mobile broadband) - % Clients in total population (Source: UMIC2)