Supporting Mobile Access to VLE Resources through MobiGlam

Supporting Mobile Access to VLE Resources through MobiGlam

Fatma Meawad (German University in Cairo, Egypt) and Geneen Stubbs (University of Glamorgan, UK)
DOI: 10.4018/978-1-60566-882-6.ch015
OnDemand PDF Download:
$30.00
List Price: $37.50

Abstract

MobiGlam is a generic framework of interoperability with existing virtual learning environments (VLEs) that provides a compact and easy to use implementation of learning activity on Java enabled mobile devices. A case study was conducted at the University of Glamorgan, UK where MobiGlam was seamlessly integrated with the university’s VLE to support the delivery of computer courses at the foundation level. Such integration showed an added value to the participants and in many cases, it improved their use of the VLE. This chapter reports on the deployment, the evaluation, and the results of this case study. The results are analysed from two views: the impact on the participants’ use of the VLE and the framework’s overall usability.
Chapter Preview
Top

Mobile Access To Learning Services In Higher Education

In the University context, there are several attempts to support students in managing, organising and enhancing their learning experience through mobile access to a variety of activities. The University of Birmingham introduced a mobile learning organiser that provided a set of integrated tools to students: a Time Manager, a Course Manager, a Communication Manager and a Concept Mapper (Corlett et al., 2004). As indicated by the names of these tools, they provided various activities to help learners organise their schedules, communicate and take notes on their mobile devices. Additionally, desktop based applications were provided to help tutors in creating content for some of these tools, for example, time schedules, events and deadlines. Such content can be downloaded as demanded by students on their devices through the mobile organiser. An evaluation of the mobile learning organiser took place with seventeen students from the University of Birmingham where students were loaned PDAs with the dedicated software (Corlett et al., 2004). Additionally, they were allowed to download any additional applications for their personal use. The results showed that students used the organiser mainly for communication and time management purposes.

Complete Chapter List

Search this Book:
Reset