Upload
claire-b
View
2.999
Download
1
Tags:
Embed Size (px)
DESCRIPTION
Presentation given at mLearn 2010 conference, Claire Bradley and Debbie Holley
Citation preview
How students in Higher Education use their mobile phones for learning
Claire BradleyResearch Fellow Learning Technology Research [email protected]
Dr Debbie HolleyPrincipal Lecturer Learning and TeachingLondon Metropolitan University Business [email protected]
www.londonmet.ac.uk/learningonthemove/index.html
Background to research
Ongoing research into mobile learning with year one ‘new entry’ students
We have supported student groups using mediaBoard
Texted students ‘Learning tips’ Carried out a pilot for CONTSENS, an EU context
specific project where students went out ‘on site’ Integrated ‘Textools’ a system where student text
answers to questions in large lecture halls
And this project ‘learning on the move’
The study
Survey with students Loaned flip video camcorders to 3
students to record their daily mobile learning use 2 of these students also filmed video
interviews with other students about their use The 3 students were interviewed to
explore their mobile learning practise in more depth
Interviews have resulted in 3 in-depth case studies or stories about their mobile learning practise and attitudes towards using their phones for learning
Survey results: The students
74 1st year undergraduates taking a core business module ‘Studying Marketing and Operations’ completed a questionnaire
Gender: 73% female, 27% male
Age:
Age range 18-20 21-25 25-30 30-35
% respondents 61% 33% 5% 1%
Survey results: Students’ phones
Contract v ‘pay as you go’ (PAYG) 63% on contract 37% ‘pay as you go’
Make Range of handsets
owned is diverse – 72 students cited 37 phone models from 9 manufac-turers
80% of phones can be classified as being Smart Phones (i.e. Internet and email enabled)
Survey results: Mobile features
Do you currently use your mobile phone for learning?
22 students - 29% - said they used their mobiles for learning
34 uses given (some students use their mobile for more than one task)
Uses reported have been grouped into 7 categories
Uses for learning
Category Mobile phone use Total usesper category
Conducting research/ Internet (4 students) 12getting information Google (3 students)
Research / search info. (5 students)Communicating Email (4 students) 6
Contacting group assignment membersFashion Facebook group
Generating content/ Take pictures/photos (3 students) 4artefacts Voice recordingUsing tools/ Calculator (3 students) 4 applications Microsoft OfficeOrganising Putting reminder alarms for meetings 3
Check my examsOrganiser
Note-taking Write notes 1Other Accessing learning materials 4
Presentations / record presentations (2 students)Transport files (PDF, Word, PowerPoint …)
Case study: Sam
Foundation year Art, Media and Design Blackberry Curve, 18 mth contract Uses his phone for these learning activities:
Setting reminders in the calender, using the clock and alarm to organise his studying and schedule
Photos of images and things to remember Records lectures for later replay Communicates with other students – phone, Blackberry
Messenger (free between Blackberry users) Uses the Internet and Google to look up information Says his most common use is “probably the calendar,
because that is really useful, because my organisational skills aren’t very good, so it does help to have a little buzz when you need to do something”
Case study: Sam
Why he uses his phone for learning: Because it is “convenient” “I mean I’ve got it in my pocket 24 hours a day, it’s
always there, and now I can use the Internet” When:
“When necessary” Where:
At gallery visits and exhibitions During lectures – records them and enters information
such as dates and deadlines into the calendar At home – checks notifications of forthcoming deadlines,
tasks, etc. to see what he has to do How the university could promote mLearning:
Send reminder texts
Case study: Shriya
First-year Public Relations Blackberry Curve, PAYG + £5 per mth for Internet Bought Blackberry because it has Windows software Phone uses:
Access university systems – Webmail, Evision (student record system), WebLearn (downloads materials from VLE)
Email Communicates with classmates – Blackberry Messenger is
free Accesses Facebook for tutorial groups Makes notes using ‘Memopad’ (attach alarms to notes) and
‘Word to go’ to write notes in lectures and draft reports Her mobile use is overtaking use of her laptop!
Case study: Shriya
Why she uses her phone for learning: Because it is easier, it is accessible (always connected to
the Internet and other people), you can use it anywhere and everywhere, and you don’t have to carry a heavy laptop around with you
“It really helps you because it saves on time and money” Where:
In quiet places – her room, the local park, but not in the library because they are not allowed
Not in front of a computer: mobile = freedom
How the university could promote mLearning: Encourage students to use their mobiles, e.g. interactive
learning sessions on how they could use them She believes that using mobile phones can get students
interested in the subject more, they are fun and help to create enthusiasm for learning
Case study: Heidi
First-year Public Relations Sony Ericsson G502, PAYG, doesn’t use Internet
(too expensive) Phone uses:
Communicates with other students – primarily by TXT because it’s convenient and cheap, or calls which can be faster and more effective
Takes pictures – of things to remember, to use in her coursework or that give her ideas
Calculator (she’s studying statistics) Makes notes and takes down thoughts by saving them as
TXT messages She relies heavily on TXT messages for communication
and making notes
Case study: Heidi
Why she uses her phone for learning: “I know I have it on me always, and I can check it
always, it’s better than writing in a small calendar book for me”
She would use her mobile more if she had a more sophisticated phone and cheaper Internet
Where: “Everywhere actually”
When: When it is appropriate.
How the university could promote mLearning: Produce an App. that would make it easy to access
University systems because it is Internet-based, and it would save you time because you could access from anywhere
Other students’ mobile learning practise
3 Foundation Art, Media & Design students
Rion, Sony Ericsson CyberShotUses the camera on his phone to take photos to use in his work. See video: http://www.londonmet.ac.uk/learningonthemove/videos/RionVideo.mp4
Isaac, BlackberryUses his phone as an alarm clock, to communicate with others via email and phone calls and for setting reminders for deadlines. See video: http://www.londonmet.ac.uk/learningonthemove/videos/IsaacVideo.mp4
TomaszListens to music on his phone whilst he works to help him concentrate. See video: http://www.londonmet.ac.uk/learningonthemove/videos/TomaszVideo.mp4
Conclusions
Students are savvy and creative about using the phones that they have and finding cheap solutions
Many are already using their mobiles for a range of learning tasks, largely on their own initiative
One way forward is to encourage students (and tutors) to make more use of the powerful devices they have for learning activities
This work provides insights into students’ mobile phone ownership and their mobile learning practise, making it easier to design mobile learning initiatives around what they already do and could do
Contact details
Claire Bradley [email protected]
Debbie Holley [email protected]
The full survey data, case studies and video clips are all on the project website:
www.londonmet.ac.uk/learningonthemove/index.html