Is Learning as Effective When Studying Using a Mobile Device Compared to Other Methods?

Is Learning as Effective When Studying Using a Mobile Device Compared to Other Methods?

Christine Armatas (Victoria University, Australia) and Anthony Saliba (Charles Sturt University, Australia)
Copyright: © 2009 |Pages: 16
DOI: 10.4018/978-1-60566-410-1.ch012
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Abstract

A concern with E-Learning environments is whether students achieve superior or equivalent learning outcomes to those obtained through traditional methods. In this chapter the authors present the results of a research study comparing students’ learning outcomes with four different delivery methods - printed study material, lecture format, computers and “smart” mobile phones. The results of our study show that learning outcomes are similar when students study by using a computer, mobile phone, or lecture format, while studying with print material yields slightly superior test results. These findings are discussed in the context of the type of learning used in the study and the factors that impact on the effectiveness of using mobile phones for learning purposes, such as learning styles and attitudes to computers. The authors conclude the chapter by briefly discussing developments in mobile technologies and the opportunities they present for mobile learning.
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Background

Most students have a mobile phone or access to one. It was estimated in 2003, that there were over 300 million world-wide users of mobile phones (Leung & Chan 2003). However, a report from the International Telecommunications Union in 2008 estimated there are 3.3 billion users (ITU, 2009). Many also have iPods and mp3Players; ready access to which makes these devices ideal as a mobile learning tool (Stockwell, 2007). In 2006 the Technology Advancement Centre at East Carolina University conducted a survey to assess the mobile needs of distance education and campus learners. Of the 4,000 students who responded to the survey 94% owned cell (mobile) phones and the preferred communication device carried by campus students was a mobile phone (DuVall, Powell & Lucier, 2006). There are several advantages to using a mobile learning device. First, mobile devices are more portable because of their small size and when combined with access to wireless networks, educational activities can occur in locations beyond the classroom, embedding the learning situation within a real-life context that can enhance the relevance of the learning situation for students (Chen, Kao, & Sheu, 2003; Liu, Tao & Nee, 2007; Motiwalla, 2005). Mobile learning can also promote immediacy of learning by allowing learning to operate in real time (any time), so that students can access information as urgently as required (Fallahkhair, Pemberton, & Griffiths, 2007; Triantafillou, Georgiadou, & Econimides, 2006). With a mobile learning device, students no longer need to record a question and later refer to a textbook or wait for an opportunity to access information online (Chen et al., 2003; Leung & Chan, 2003; Liu et al., 2003).

Complete Chapter List

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Dedication
Editorial Advisory Board
Table of Contents
Foreword
Gary Poole
Acknowledgment
Christine Spratt, Paul Lajbcygier
Chapter 1
Selby Markham, John Hurt
Reliability and validity have a well-established place in the development and implementation of educational assessment devices. With the advent of... Sample PDF
Re-Assessing Validity and Reliability in the E-Learning Environment
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Chapter 2
Päivi Hakkarainen, Tarja Saarelainen, Heli Ruokamo
In this chapter the authors report on the assessment framework and practices that they applied to the e-learning version of the Network Management... Sample PDF
Assessing Teaching and Students' Meaningful Learning Processes in an E-Learning Course
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Chapter 3
Charlotte Brack
Within the notion of Web 2.0, social software has characteristics that make it particularly relevant to ELearning, aligning well with a social... Sample PDF
Collaborative E-Learning Using Wikis: A Case Report
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Chapter 4
Mike Hobbs, Elaine Brown, Marie Gordon
This chapter provides an introduction to learning and teaching in the virtual world Second Life (SL). It focuses on the nature of the environment... Sample PDF
Learning and Assessment with Virtual Worlds
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Chapter 5
Paul White, Greg Duncan
This chapter describes innovative approaches to E-Learning and related assessment, driven by a Faculty Teaching and Learning Technologies Committee... Sample PDF
A Faculty Approach to Implementing Advanced, E-Learning Dependent, Formative and Summative Assessment Practices
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Chapter 6
Christine Armatas, Bernard Colbert
Two challenges with online assessment are making sure data collected is secure and authenticating the data source. The first challenge relates to... Sample PDF
Ensuring Security and Integrity of Data for Online Assessment
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Chapter 7
Robyn Benson
This chapter addresses some issues relating to the use of e-learning tools and environments for implementing peer assessment. It aims to weigh up... Sample PDF
Issues in Peer Assessment and E-Learning
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Chapter 8
Paul Lajbcygier, Christine Spratt
This chapter presents recent research on group assessment in an e-learning environment as an avenue to debate contemporary issues in the design of... Sample PDF
The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings
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Chapter 9
Robert S. Friedman, Fadi P. Deek, Norbert Elliot
In order to offer a unified framework for the empirical assessment of e-learning (EL), this chapter presents findings from three studies conducted... Sample PDF
Validation of E-Learning Courses in Computer Science and Humanities: A Matter of Context
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Chapter 10
Richard Tucker, Jan Fermelis, Stuart Palmer
There is considerable evidence of student scepticism regarding the purpose of team assignments and high levels of concern for the fairness of... Sample PDF
Designing, Implementing and Evaluating a Self-and-Peer Assessment Tool for E-Learning Environments
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Chapter 11
Andrew Sanford, Paul Lajbcygier, Christine Spratt
A differential item functioning analysis is performed on a cohort of E-Learning students undertaking a unit in computational finance. The motivation... Sample PDF
Identifying Latent Classes and Differential Item Functioning in a Cohort of E-Learning Students
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Chapter 12
Christine Armatas, Anthony Saliba
A concern with E-Learning environments is whether students achieve superior or equivalent learning outcomes to those obtained through traditional... Sample PDF
Is Learning as Effective When Studying Using a Mobile Device Compared to Other Methods?
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Chapter 13
Thomas C. Reeves, John G. Hedberg
Evaluation falls into the category of those often neglected human practices such as exercise and eating right. All of us involved in education or... Sample PDF
Evaluation Strategies for Open and Distributed Learning Environments
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Chapter 14
Madhumita Bhattacharya
This chapter presents a description and analysis of salient issues related to the development of an integrated e-portfolio application implemented... Sample PDF
Introducing Integrated E-Portfolio Across Courses in a Postgraduate Program in Distance and Online Education
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Chapter 15
John LeBaron, Carol Bennett
Teachers and designers of computer-networked settings increasingly acknowledge that active learner engagement poses unique challenges, especially... Sample PDF
Practical Strategies for Assessing the Quality of Collaborative Learner Engagement
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Chapter 16
Som Naidu
Many teachers commonly use assessment as the starting point of their teaching activities because they believe that assessment drives learning and... Sample PDF
Afterword: Learning-Centred Focus to Assessment Practices
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