DEVELOPMENT OF A VALUE INCREASING MODEL FOR MOBILE LEARNING June Wei College of Business University of West Florida 11000 University Parkway Pensacola, FL 32514 Phone: (850) 474-2771, Fax: (850) 474-2310 Email:
[email protected] Binshan Lin College of Business Administration Louisiana State University in Shreveport Shreveport, LA 71115 Phone: 318-797-5025, Fax: 318-797-5127 Email:
[email protected]
ABSTRACT This paper studied mobile learning environmental features that were crucial to the successful value increases in mobile learning. Specifically, it developed a value increasing mobile learning (VIML) model based on strategic value chain analysis. Sixty features were identified based on the VIML model and then mapped into a VIML questionnaire. Keywords: mobile learning, value chain, value increase. 1. INTRODUCTION Mobile learning (m-learning) is defined as all forms of education in which the teacher and the learner are physically separated from one another by space and by time. It is enabled by the use of little, portable and handy wireless devices, such as cell phones, PDAs (personal digital assistants), MP3 players, portable game devices, handhelds, PC tablets, and laptops [4]. One of the most critical challenges of m-learning adoption is the limited memory of mobile devices. For example, PDAs generally possess 2MB to 8MB of memory and cell phones have much less memory. The consequence is that even the more powerful devices available in the market can only carry a restricted amount of rich content. Another most critical challenge is the tiny size of mobile device screens. In fact, many learners have a hard time with the non-intuitive, minimalist interfaces of most devices. Learners with visual impairments may struggle reading the content of the course. Moreover, complexity is significant as handheld devices offer limited options for changing fonts, layouts and colours [3]. Many experiences and simulations have been conducted to assess the usability of mobile devices as learning tools [2]. However, none of the existing research in m-learning integrates activities involved in m-learning with a focus on value increase. The objective of the current paper is to 5251
study m-learning environmental features that were crucial to the successful value increases in mlearning. Specifically, it developed a value increasing mobile learning (VIML) model based on strategic value chain analysis by logically linking all value increasing primary activities in mlearning. Sixty features were identified based on the VIML model and then mapped into a VIML model based questionnaire (VIMLQ). The VIMLQ could be used to identify dominant value increasing elements in m-learning based on factor analysis for data reduction; and thereby, to cope with m-learning issues such as limited memory and screen size of mobile devices. 2. CONCEPTUAL MODEL The value chain is a strategic tool used by companies to assess effectively and accurately which activities add value to their business and how they can develop a competitive advantage. The value chain framework has been used as an approach for breaking down a sequence of an organization’s functions into the strategically relevant activities based on value added to its products and services [1]. Michael Porter’s value chain model [5] has been widely used in value chain analysis in different industries, which including five primary activities (inbound logistics, operations, outbound logistics, marketing and sales, and services) and four support activities (firm infrastructure, procurement, technology, and human resources). Anderson developed an online learning organization’s value chain based on Porter’s model to organize the theme of their online education analysis. By modifying Anderson’s model to fit in m-learning environment, and expanding online learning components in breadth and depth, a value increasing m-learning (VIML) model was developed in this paper. The VIML model was developed based on strategic activities through value chain analysis to study features necessary to increase m-learning value. Figure 1 illustrates the VIML model. Figure 1: The Value Increasing M-Learning (VIML) Model
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In Figure 1, inbound logistics activity comprises the preparation of the course content, including the course organization planning and the investigation of the acquisition of specific hardware able to support the Learning Management Systems and the Knowledge Management. This activity also includes the recruitment of authors for the content of the various programs, the identification of critical reference material and textbooks as well as the training of the mobile instructors. Operations activity contains the course development process, such as writing of the programs, the multimedia creation, edit, format, and the publishing on mobile devices. Outbound logistics activity includes the packaging and storage of mobile deliver course materials, and describes the platform on which all the course will be stored. The delivery, collaborations, and marketing activity involves mobile learners’ registration through a mobile device, deliverer of the m-learning contents to the mobile learners, advertisement of m-learning materials and calendar, and establishment of strategic partnerships and alliances. The service includes m-learning technical and content support to mobile learners, such as mobile tutoring, marking of assignments and examinations, delivery and proctor of mobile examinations, and maintenance of all records. 3. METHODOLOGY In order to analyze these strategic value increasing activities in the VIML model in details, a hierarchical decomposition method was used to decompose each of these activities into manageable features. Wei, Zhuo, and Zhang [6] identified interactive m-learning features with a focus on the interactions between teacher, student and content. By modifying and extending these features, a set of m-learning features in the current paper were developed with a focus on value increasing in m-learning. Table 1 describes these decomposed features. Table 1: Decomposition of Primary Mobile Activities in the VIML model Mobile Activities Inbound Logistics
Features
Descriptions
Font/Background/La yout
Students can set up their preferences including the font used, the paging values, the discussions frame, the search bar type, the topics list type, the mail signature and the pager settings Students can save class materials and access them late whenever it is needed Students can get an overview of their learning progress throughout a time period, including viewing quiz and grade history; a transcript listing their grades; their ranking in the class; and evaluating their improvement The instructor can put some links and resource locations at the disposal of the learners Automatically updated course materials using mobile devices Students and teachers can upload and download personal files using mobile devices. Students have protected access to the m-learning content by using password Students have customized access to the system via log-in/log-out The system automatically detects the data that containing any illicit information or viruses Students can exchange their notes via mobile devices The teacher can provide information stored on an audio record The teacher can broadcast videos related to the course content Students can check the course calendar via mobile devices Students can contact the instructor whenever they have questions and obtain
Save/Access Progress Overview
Access to useful resources Updates Upload/Download Password Protection Log-in/Log-out Security
Operations
Share Notes Live Audio Feed Live Video Feed Check Schedule Questions/Feedback
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Simulations/Intellige nt Games Course handouts Access Class News Submit Quizzes View Course Handouts Post Course handouts Class list Preferences Save Glossary Update Links Access University News Access USA /World News Search Library Discussion Board for Teachers Search Bookstore Outbound Logistics Delivery, collaboratio ns, and marketing activity Services
Packaging Materials Storing Materials Registration Content Delivery Advertisement Partnership Post Class news Drop box
Teacher evaluations Syllabus Conferencing discussions Access Posted Files Links/Access to resources Homework Drop Access User’s Manual
Online group projects
an answer from the instructor simultaneously The teacher is able to make the students active in the class by involving them in some simulations or interactive games. It also makes the understanding of the course easier The teacher can display the handouts of the course using mobile devices. The students can access class news at any time and anywhere using mobile devices Students can view and submit their quizzes using mobile devices Students can view the course handouts whenever and wherever they need to The teacher can post handouts for his/her class whenever and from wherever he wants The teacher can check the class list including students’ personal information Instructors can set up their preferences such as font, paging values, discussions frame, search bar type, signature and pager settings, etc. The instructor can save information and access it using mobile devices Users can access to the glossary of technical terms in the course contents using mobile devices The course content can be automatically updated with useful links and resource locations Students can access the university news at anytime using mobile devices Students can access the updated news concerning the U.S. and the rest of the world Students can search via a virtual library using mobile devices Teacher can discuss various topics with students in real time using mobile devices Users can search books available at the bookstore and order new and used books Package mobile delivery course materials Storage of mobile delivery course materials, and describes the platform on which all the course will be stored. Mobile learner registers through a mobile device Deliverer of the m-learning contents to the mobile learners, Deliver advertisement of m-learning materials and calendar, Establish strategic partnerships and alliances The teacher can post information of interest to the students by posting news in the class news section Students can submit quizzes and other assignment at anytime before the due date through the drop box using mobile devices. The teacher can collect the submitted items from students through the drop box Students can fill in teaching evaluations using mobile devices Students can check the course syllabus using mobile devices The teacher can organize some discussions and conferences with students that are linked thanks to their mobile devices Students can access to any files posted by the teacher or other learners Students can view and browser useful links and resources posted by the teacher Homework assignments can be submitted through the mobile device Students can access the user’s manual, which includes Frequently asked questions. The teacher can consult the user’s manual in order to get a general overview of the way to deliver course through the mobile device. This manual can include FAQ also called Frequently asked questions The teacher can propose some group projects
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Simulations
E-books Students’ Progress Help/Requests Tool
Voting File sharing Socialization Search People Alarm/Buzzer Events Weather Career Center Writing Lab
The teacher can execute and post some simulations to facilitate the understanding of the course. These simulations can be viewed whenever they are needed The teacher can provide access to books of interest for the class The teacher can check the student’s login history and participation to discussions as well as the evolution of their grades over a time period The teacher is able to receive some assistance in case he encounters some difficulty when delivering a course to a mobile device. The student is able to request assistance from the help desk anytime he/she encounters a problem while using the m-learning system Students can vote on certain decisions use mobile devices Students can share files in any formats Students can benefit from the opportunity to know each other better use mobile devices Students can find other mobile users use mobile devices The system allows mobile users to set time limits to complete activities, such as homework/assignment/quiz and be informed when time is over The system can inform mobile users of special events Weather information is available daily and can be accessed use mobile devices Students can set up appointments with and search information on the career center use mobile devices Students can make appointments with the writing lab use mobile devices
In order to quantitatively measure these value added features, a VIML model based questionnaire, namely VIMLQ was developed. This VIMLQ has a total of seventy-two questions, with sixty content questions, the last one open-ended question (to test construct validity), and three paired questions (to test internal reliability). Data were collected from 100 college students on volunteer base. In order to measure the quality of the developed VIMLQ, construct validity and reliability were checked. Reliability is usually expressed as a correlation coefficient between two sets of data. Levels of 0.70 or higher are accepted as good reliability. The study focuses on internal consistency reliability based on three paired questions from the VIMLQ. The results of Cronbach’s coefficient alpha showed that the VIMLQ had a greater than 0.70 reliability, which implied a good internal consistency. The results from the open-ended question showed that the VIMLQ also had good construct validity. 4. CONCLUSIONS AND FUTURE RESEARCH The current paper developed a VIML model to study m-learning environmental features that were crucial to the successful value increases of m-learning. A validated and reliable VIML questionnaire was also developed to quantitatively measure these features. The VIMLQ could be used to identify dominant value increasing features. The study concludes that the developed VIML model-based m-learning features are crucial to develop an efficient m-learning system; and thereby, increasing value of m-learning in the near future. The development of value added m-learning features will be beneficial to m-learning system developers as well as managers when making decisions on determining m-learning environmental requirements, and coping with issues such as limited memory and screen size of mobile devices. 5255
Due to the huge proliferation and the growing capabilities of mobile devices, there is no doubt about the opportunities offered by m-learning for industries and educational institutions. Learning at anytime regardless of location is facilitated by the recent innovations and discoveries in the information technology field. Substituting mobile education to the traditional classroom still proves challenging even if some progress is made progressively over time. M-learning is already there and the number of potential users should grow as the possibilities offered by this type of programs are becoming ever more exciting. Therefore, development of m-learning environments that help to increase values of m-learning is important. Future research is to conduct multivariate factor analysis for data reduction and identify major features. Analysis of features that effect within each activity and among different activities will also be conducted. A cross-cultural comparison study can also be performed to study the users’ perceived differences in m-learning between Chinese and American based on empirical study. REFERENCES [1] [2] [3] [4] [5] [6]
Anderson, T. Toward a theory of online learning, Theory and practice of online learning, Terry Anderson & Fathi Elloumi (eds.), 33-60, Canada: Athabasca University, 2004 Epic, D.C. M-Learning, EPIC, 2006, retrieved on March 9, 2006 from http://www.epic.co.uk/content/resources/white_papers/m-learning2.htm. Kinshuk, M. Adaptive mobile learning technologies, Global Educator, 2003, retrieved on April 2, 2006 from http://www.globaled.com/articles/Kinshuk2003.pdf. MDDE. Mobile Learning and Pervasive Computing, 2003, Retrieved March 7, 2008 on http://www3.telus.net/~kdeanna/mlearning/. Porter, M. E. Competitive strategy, New York: Simon & Schuster Inc., 1998 Wei, Zhuo, and Zhang, Development of a Mobile Learning Model for Online Education, International Journal of Mobile Learning and Organization, forthcoming
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