Goals and Strategies of a Problem Based Learning Facilitator

The study focused on the application of the design science research approach in the course of developing a mobile learning application, MobileEdu, for computing education in the Nigerian higher education context MobileEdu facilitates the learning of computer science courses on mobile devices The application supports ubiquitous, collaborative, and social aspects of learning among higher education students Moreover, the application eases access to learning resources The paper first describes analysis, design, and implementation activities related to the development of MobileEdu Also, the paper deliberated on the characteristics and scope of the adherence of MobileEdu to the traits and ideas of design science research To evaluate MobileEdu in a real-life learning setting, experiment was conducted with 142 third-year undergraduate students in a Nigerian university Besides the learning achievement of the students using MobileEdu, the study examined the impact of MobileEdu on students' attitudes toward studying in a system analysis and design course Experimental data were collected from pre- and post quizzes, interviews, and a questionnaire administered to students The results of the evaluation are encouraging and showed that the MobileEdu application has a potential to improve students' learning achievements In addition, the pedagogical experiences of students were mostly positive and students' attitudes toward the system analysis and design course through MobileEdu was better than those of students who studied the course via traditional methods Finally, the study offered suggestions for how to implement effectively a mobile learning-supported course in computing curriculum

/pdf/design-development-and-evaluation-of-a-mobile-learning-2fdzjzmr5s.pdf

Design, development, and evaluation of a mobile learning application for computing education

This paper, a meta-research study, focuses on design-based research (DBR), the educational technology variant of design science research (DSR). DBR is applied to develop and evaluate an m-learning environment, Mobile Learning Research (m-LR) delivered by mobile handheld devices. The emergence and evolution of DSR in the information systems discipline and, similarly, DBR in educational technology are overviewed, noting similarities and differences. The development of an m-learning application for a South African tertiary education context, illustrates DBR. The development and research process involved six iterations, comprising four evaluations and two digital profile studies. The study reflects on the nature and extent of the conformance of m-LR to the features and tenets of DBR. In line with the characteristic dual-outcomes of DBR, the development process not only generated the designed artifact, m-LR, but also produced theoretical contributions.

Design-based research - the educational technology variant of design research: illustrated by the design of an m-learning environment

Mining companies strive to increase and maintain production, while simultaneously remaining competitive in the global economy. Furthermore, they must ensure workers’ safety and maintain good safety records. The use of virtual reality (VR) facilitates the development of tools and systems for various purposes that can improve knowledge and understanding of the work environment. VR is a rapidly growing technology that uses the ever-increasing power of computing to simulate real-world and imaginary environments and situations with a high degree of realism and interaction. The availability of 3D modelling tools and simulation programming engines that work effectively with a mid-range desktop PC and standard 3D graphics card, make VR technology viable and attractive for mainstream training applications. The design, development, and implementation of interactive VR training systems is proposed as an innovative approach to augment safety training. However, in order to assess the impact of such VR training systems it is of particular importance to determine the effectiveness of the design of such systems. This article proposes an evaluation framework for this vital purpose. This framework comprises criteria to assess VR training systems, specifically relating to usability, instructional design, VR systems design, and mining industry context-specific aspects. Although the framework was developed as an evaluation tool to assess effectiveness of the design of such systems, it can equally well be used as a set of design principles to inform the design of VR training systems for mining.

/pdf/an-evaluation-framework-for-virtual-reality-safety-training-3y3r6r2e2n.pdf

An evaluation framework for virtual reality safety training systems in the South African mining industry

The convergence of Wi-Fi technologies and mobile devices present prospects to design and implement applications that will support learning on the move. Mobile learning (m-learning) is the study and practice of using mobile devices, such as smart phones, mobile phones, tablets, PDAs, MP3s and pocket PCs to support learning for anyone, anytime and anywhere. Through well-situated and flexible mobile devices and network infrastructure, researchers and developers endeavor to offer users with new learning applications and services. We have applied the design research (DR) approach in the course of developing m-learning application, MobileEdu, for computing education in Nigerian higher education context. The application is intended to facilitate the learning of computer science courses on mobile devices, support ubiquitous, collaborative, and social learning for undergraduate students. Moreover, the application eases access to learning resources. In this article we present the analysis, design and implementation activities related to the development of the first MobileEdu prototype. The research also deliberated on the characteristics and scope of the adherence of MobileEdu to the traits and ideas of DR.

Design and Implementation of MobileEdu M-learning Application for Computing Education in Nigeria: A Design Research Approach

Undergraduate software engineering students are often required to participate in problem-based learning (PBL) and team-based project work. Assessment of information communication and technology (ICT) project deliverables contributes a major portion of the course mark. Collaboration and communication are supported to some extent by mobile hand-held devices, yet are limited by the digital divide created from not all students having access to smartphone devices and mobile Internet connectivity. This study describes the findings of a mobile learning and digital divide (MLDD) survey undertaken by the primary researcher as part of an ICT4D 2.0 project. The survey investigated the nature and extent of the digital divide between software engineering students on two Western Cape campuses of the same tertiary education institution. A survey questionnaire synthesised for this purpose was administered to 35 fulltime software engineering students in March 2012. Survey findings indicate the nature and extent of the digital divide between students enrolled for the same course on the same campus and between students at the two different campuses. Although survey findings indicate positive student attitudes to and perception of an m-learning solution to the digital divide, challenges associated with extending a face-to-face classroom experience to a blended mobile technology environment materialised. Study results indicate that whilst mobile technology does offer digital divide reduction opportunities, mobile technology implementation in itself could result in a paradoxical mobile technology digital divide.

/pdf/can-mobile-technology-reduce-the-digital-divide-a-study-in-a-2cte95mupe.pdf

Can mobile technology reduce the Digital Divide? A study in a South African tertiary education context

Smartphones and tablets are ubiquitous in educational contexts, where students on-the-move access learning material via digital devices, on and off-campus. Successful m-learning experiences can be facilitated by mobile learning environments that are multi-facetted and effective, and that meets students’ versatile needs. This study synthesizes a comprehensive set of guidelines for designing and developing mobile-learning environments, with the aim of supporting successful m-learning experiences. The research is a secondary outcome of the development and evaluation of a real-world learning environment for tertiary education, called Mobile Learning Research (m-LR). An initial set of theoretical guidelines emerged from an extensive literature study and was used in the generation of m-LR. Findings from iterative evaluations of m-LR, in turn, contributed to the evolution of a further set of guidelines from real-world practice. These guidelines emerged from positive and negative feedback in the findings of heuristic evaluations by experts and questionnaire surveys among students.

Design Guidelines for Technology-Enhanced Learning via Mobile Devices in a Tertiary Education Context in South Africa

Smartphones and tablets are ubiquitous in educational contexts, where on-the-move students expect access to learning material via a range of digital devices in a mobile and transparent manner, whether they are on or off campus. A successful m-learning experience can be facilitated by a mobile learning environment which is efficient, effective and satisfies the usersâ many needs. An ad hoc design and development strategy which ignores design and development guidelines limits the likelihood of successful m-learning experiences. This study was implemented in a tertiary education context and aimed to establish a framework of design and development guidelines for m-learning environments from two perspectives. Firstly, an initial set of themes and guidelines was synthesized from a comprehensive literature study. Subsequently, a series of four sequential empirical studies comprising iterative evaluations by experts (heuristic evaluations) and students (questionnaires) of an m-learning application, Mobile Learning Research (m-LR), led to new themes and guidelines. These guidelines were gleaned from qualitative findings comprising positive and negative evaluator feedback from the two final studies. Both the initial theoretical sources and subsequent empirical findings contributed to a comprehensive and cohesive set of design guidelines for m-learning environments.

Patricia Harpur

Papers

Design-based research - the educational technology variant of design research: illustrated by the design of an m-learning environment

Can mobile technology reduce the Digital Divide? A study in a South African tertiary education context

Design Guidelines for Technology-Enhanced Learning via Mobile Devices in a Tertiary Education Context in South Africa

Synthesis of a Framework of Design Guidelines for m-Learning Environments

Synthesis of a Framework of Design Guidelines for m-Learning Environments - A Study in a Tertiary Education Context in South Africa