The Roles of Device Ownership and Infrastructure in Promoting E-Learning and M-Learning in Indonesia

The Roles of Device Ownership and Infrastructure in Promoting E-Learning and M-Learning in Indonesia

Ahmad R. Pratama (Universitas Islam Indonesia, Indonesia) and Lori L. Scarlatos (Stony Brook University, USA)
Copyright: © 2020 |Pages: 16
DOI: 10.4018/IJMBL.2020100101
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Abstract

In developing countries, where most people have cell phones (even when they don't have reliable electricity or internet service), e-learning and m-learning offer great opportunities for educating a vast populace, particularly in rural communities. This article presents an analysis of primary data from over one thousand secondary school students in Indonesia, the fourth most populated nation in the world, to determine how they are using e-learning and m-learning and how device ownership influences that. The findings from the logistic regression models show that mobile devices are more important than traditional PCs in promoting e-learning, while tablets are better than smartphones for promoting m-learning. Having access to free wi-fi is equally important. Students who prefer m-learning on mobile devices over traditional e-learning activities on PCs tend to be more active and collaborative learners. These findings can help inform policy makers in improving the educational attainment in Indonesia and other developing countries.
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Literature Review

From a learning science perspective as summarized by Sawyer (2005), the history of educational technology that can be traced down back to the 1950s shows that by the 1990s, people in many countries were racing to get computers into schools and to provide students access to the Internet. However, many found themselves disappointed by the limited impact of all this huge investment a decade later. Cuban (2001) argues that this failure was mainly due to lack of learning science foundation in technology use as it was rather used as simple and quick add-ons to the existing classroom settings that happened to, still, utilize mostly direct instruction strategies. Things like getting all the latest technology in class without preparing the teachers with any necessary skills to use or to integrate them within the curriculum are the recipe for such failure.

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