Use Of Mobile-Assessment In Distance Learning Kamran Mir Department of Computer Science Allama Iqbal Open University, Sector H-8, Islamabad 44000, Pakistan. Telephone: +92-322-5348823 Email:
[email protected] Web page: http://www.kamranmir.com ABSTRACT: Distance Learning plays very vital role in providing post-secondary education to the people of remote areas. In distance learning, student-tutor communication is one of the key factors of measuring the quality of education. Mobile Learning usually referred as M-Learning is an emerging mode of distance learning in developing countries. It is getting more popularity as compared to elearning because of its handy and easy use. The basic purpose of this study is to evaluate the benefits of integrating m-assessment in current distance learning system of Allama Iqbal Open University (AIOU) Islamabad, Pakistan. A number of proposals are under consideration for the use of mobile phones, short messaging service and other mobile enabled technologies to increase student-tutor interaction. This paper addresses a number of issues being faced by both students and tutors which can be solved or minimized by integrating mobile assessment. Based upon the study of current literature on mobile-learning, this paper recommends a model from which universities can benefit. It is hypothesized that mobile assessment would be a better option for conducting quizzes and assessing students. This will result in fast and accurate assessment with minimum time, effort and cost. Keywords: m-assessment, m-learning, improving distance learning education, mobile education, ICT in developing countries, m-assessment in AIOU, m-learning in developing countries, mobile education
1. Introduction: 1.1 In the emerging technologies, m-learning has gained momentum in recent times because of its potential as a useful education tool. The literature review is the first step to understand and analyze the existing research undertaken in this field. This would provide the basis for developing an m-learning model, a frame work with operational details and means to measure the output of education program through distance learning. 1.2 The distance learning methodology is in vogue in non-formal education and its use can be further extended advantageously in m-learning as suggested by (Yousuf, 2007). It would improve access to online (student in the formal education system) and offline (non-formal) students. In both these methods the m-learning would be used as a teaching as well as evaluation method in the same way as it is done on the internet. However there is a limitation in the internet use because in the developing countries the use of computer and internet is restricted and limited as compared to cell phone. If we use m-learning students would have dual benefit of having access to internet and using their mobile phones for teaching and learning. The complementarities would enhance between formal and non formal education system. The student- teacher contact would also increase through this method. 1.3 There are always some apprehensions when a new model or system is being developed or tested. The reservations about m-learning are not an exception as suggested by (Issack, 2006). His point of view is that complete switching from e-learning to m-learning will create a lot of problem hence there is a need to keep a balance in using different technologies for education purposes. A ten year meta-analysis by (Masood, 2004) shows that delivery system or the media format is the most critical factor or variable in education delivery system. The other most critical factors are teaching methodology, curriculum development, teaching learning resources and teacher training. These are valid concerns but those would be addressed as the m-learning develops its techniques.
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1.4 It is imminent that collaborative research must be designed and carried out between educational research institutions and mobile companies as has been recommended by (Ally, 2007) in his latest research. The mobile companies can provide financial resources and research skills would be conjoined by academia. The rapid pace of growth in use of mobile in developing countries as compared to internet is a supporting element for m-learning as found out in a study by (Motlik, 2008). He also concludes that mobile learning would be more efficient than e-learning for developing nations because of the growing familiarity, accessibility and interest with the cell phones. 1.5 The m-learning is based on the availability of hard and soft ware of cell phones which demands aggressive and professional development of both these components in the industry by the private sector as researched by (Caudill, 2007). He further recommended that there should be parallel advancement and development in m-learning and mobile computing system. Mobile has made the learning procedure very easy for non-regular or part-time students because of it accessibility and friendly use. This has been researched and found out by (Peters, 2007) that m-learning can be categorized as “just in time, just enough and just for me”. This technology saves the precious time of student and teacher simultaneously. 1.6 The substantial contribution made by (Rekkedal and Dye, 2007) concludes that using the mlearning evaluation and questioning would be more effective as compared to e-learning. According to (Singh and Zaitun, 2006) there are many problems and issues being faced by the students in conventional learning system which can be solved by m-learning. They categorized the learning system into four main categories i.e. Conventional Learning, Instructional Learning, Electronic Learning and Mobile Learning as given below. Figure 1: Learning Systems
(Source: Singh and Zaitun, 2006) These four domains of learning can be juxtaposed in an education system which is well knit in mlearning. There would be certain problems in this complex equation but given the opportunity of research in the field this limitation could be sorted out. 1.7 The use of mobile in education provides teaching and learning opportunities and exposure to both the teachers and students effectively and efficiently as shown by the study done by (McDonough, 2006). The new technologies are rapidly changing the methods and modalities of teaching and learning. This is the focus of research by (Necat, 2007). He is of the opinion that Mobile Internet Technologies (MIT) is getting advanced day by day and has changed the style of education. The comparison between e-learning and m-learning presented by (Sharma and Kitchens, 2004) in their study clearly shows that communication between tutor and student, conducting assignments and test has been better facilitated by m-learning. It has various benefits over e-learning.
2. Research Objectives: The main objectives of this research study are: mGCI, Suite 10, 42 Brunswick Terrace, BN3 1HA Brighton & Hove, UK
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i. ii. iii. iv.
Evaluate the use of mobile in distance learning education system. Identify the advantages of m-learning over e-learning in developing countries with focus on Pakistan. Come up with options and recommendations to integrate m-assessment in distance learning education system of Allama Iqbal Open University (AIOU), Pakistan. Identify the optimal use of mobile in distance learning education in Pakistan.
3. Research Method: The focus of methodology would be based on library research consisting of use of online libraries. The literature review of the latest researches on the subject, peer reviews with university colleagues, syndicate meetings, analysis of case-studies and tutorial discussions would be used. There are several research journals which deal with computerized learning but there are few which focuses on m-learning. Some of the key journals related to m-learning have been used for analysis and study the outcome of researches done. The selection of twenty eight (28) articles related to the subject of research was made from the following three journals. 1. The International Review of Research in Open and Distance Learning 2. Malaysian Online Journal of Instructional Technology (MOJIT) 3. The Turkish Online Journal of Distance Education (TOJDE)
4. Analysis Strategy: 4.1 The articles selected for review were analyzed by identifying the research method and framework / model proposed as defined by (Palvia, 2006). Figure 2: Research Method Used
4.2 The above figure shows the frequency research method used in articles from selected journals. Eighteen articles were selected from ‘The International Review of Research in Open and Distance Learning’ journal, five articles were selected from ‘The Turkish Online Journal of Distance Education (TOJDE)’ and remaining five was selected from ‘Malaysian Online Journal of Instructional Technology (MOJIT)’. The above statistics shows that literature review or meta-analysis technique has been preferred by most of the researchers in conducting research study in this field and interview has been the least preferred method. 4.3 For the preparation of research design, each article was analyzed by identifying the models used by the researchers as presented below. mGCI, Suite 10, 42 Brunswick Terrace, BN3 1HA Brighton & Hove, UK
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Figure 3: Research Models Used
4.4 The above figure shows that the most of the researchers in the field of m-learning never used a model in their research studies. However, some of the models used in different researches are listed as under: 1. Temporal Influence Diagram 2. Listing of Variables & Levels 3. Simple Influence Diagram 4. Listing of Variables 5. Venn-Diagram 6. Combination 4.5 The most commonly used model was Temporal Influence Diagram, in which relationships between the variables are represented by including the time factor or their sequence (Palvia, 2006).
5. Background Material 5.1 The distance education can be categorized into four generations of technologies as described by (Yousuf, 2007): 1. 2. 3. 4.
First Generation : Second Generation : Third Generation : Fourth Generation :
The Correspondence Model The Multimedia Model The Tele learning Model The Flexible learning Model
The framework proposed by (Yousuf, 2007) shows that the Interactive multimedia (IMM) learning of fourth generation is the most flexible mode of learning. The survey result shows that the 90% of the research participants strongly agreed with the statements that m-learning provides new opportunities. About 87% agreed that m-learning is flexible and available easily most of the time, 85% supported for its immediate help and 78% agreed due to its quick feedback.
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5.2 The different modes of m-learning as preferred by the users reveals that SMS has been the most accessible and common method of use by 89% of the participants. This has been followed by voice mail and respectively mp3, MMS and recording as reflected in the following figure. Figure 4: The extent to which distance learners are used to m-learning
(Source: Yousuf, 2007) 5.3 The results of meta-analysis study conducted by (Masood, 2004) in which he reviewed about 200 articles published during 1993-2002 in Educational Technology of Research and Development (ETR&D). This study shows that the commonly used concept was Delivery System. Most of the researchers emphasized on the delivery system of education. This highlights the importance of tutor-student interaction in distance learning. The rank order of content analysis is presented below in which delivery system the most preferred variable is followed by instructional development and instructional method. Figure 5: Rank Order of Content Analysis Concept Categories
(Source: Masood, 2004) 5.4 As mentioned earlier, that m-learning is an outcome of several inputs but most important are the hardware and software of mobile phones. In this regard, the mobile services architecture by (Riad and ElGhareeb, 2008) represents the complete procedure and equipment required to implement SMS based assessment. This model will be used as SMPP (Short-Message Peer-to-Peer) protocol to send and receive text messages from mobile devices to software application. There cannot be a direct communication between application software and mobile device. This needs a mediator which will inter-connect the application software and mobile phone via SMS centre of mobile operators. The demonstration of this model is presented below. Figure 6: Mobile Services Architecture
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(Source: Riad & El-Ghareeb, 2008) 5.5 The study conducted by (Berman, 2008) on ICT-Based Distance Education also reveals that usage of cell phone is more common as compared to internet in three countries of South Asia. Due to these facts, m-learning is obtaining more popularity as compared to e-learning. The statistics presented below shows the obvious difference of numbers in Internet and Cell-Phones. Figure 7: Key indicators for Bhutan, India and Sri Lanka (UNDP, 2005)
(Source: Berman, 2008) 5.6 The PTA (Pakistan Telecommunication Authority) statistics of Internet users and mobile users in Pakistan also indicate that mobile users are more rapidly increasing as compared to the internet users. This trend is reflected below. Figure 8: Internet Users in Pakistan
(Source: Pakistan Telecommunication Authority website)
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5.7 The following figure shows the incredible increase of mobile users in Pakistan. In 2000, there were less than one percent (1%) mobile users in Pakistan whereas in 2009, the percentage has boosted up to 56%. According to PTA, as of January 2009 there were about 90,703,897 mobile users in Pakistan. Figure 9: Cell phone users in Pakistan
(Source: Pakistan Telecommunication Authority website)
6. PROPOSED MODEL: The framework proposed in this study consists of Mobile Assessment software which can be used to integrate m-assessment with current distance learning system of Allama Iqbal Open University. The model represented below shows that the major portion of the Distance Learning would be same traditional way and the small module of m-learning / m-assessment needs to be integrated within the current system of Distance Learning to improve its efficiency. Figure 10: Proposed Model of m-assessment for AIOU distance learning programs Send Quiz text messages on student’s mobile phone.
Student’s response
MAssessment
Generate Quizzes for student’s assessment.
Software Application
Tutor
Student
Tutor Distance Learning Final Exams, Books, TV programs and other material by paper mail.
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6.1. Description of the model: The current system of AIOU assessment during the semester is the assignment procedure. For full credit course, students have to submit four assignments to their tutors in each semester. This procedure is initialized by the tutor. The tutor is allotted a list of students for a specific course, then tutor send his/her mailing address details to all the students by post which normally takes 1-2 working days. Students prepare their assignments according to the schedule provided by University and post them back to their concerned tutors. Tutor marks those assignments and submit them to the University for result compilation. The basic purpose of the model proposed in this study, is to replace the current system of paper assignments which have a lot of problems, some problems in current assignment procedure are listed as under: i. Time consuming task ii. Cost of paper and mailing iii. Late delivery of assignments iv. Problems in compiling result 6.2 There are many more issues with the current assignment system of Allama Iqbal Open University. These issues can be eliminated by integrating m-assessment. Using the above proposed model, tutor can assess the students by generating quizzes using Mobile Assessment Software Application, the response using mobile will be very fast and effective, and will take very little time in compiling results and will also reduce the cost of paper and mailing incurred by Students, Tutors and University.
7. Problem Areas In distance learning education system, m-assessment has been introduced recently but there are many challenges in implementing this technology in developing countries like Pakistan. Some of the problems are listed below. i. Awareness and use of mobile functionalities is very minute in developing countries. ii. Mobile device plays major role in delivering different types of information, like simple mobile would only support the text messaging but it would not support the image, internet, sound and video messages etc. In order to use these feature, latest mobile devices are required e.g. PDAs which are not an affordable device in developing countries. iii. The m-assessment is limited to text messaging only in developing countries. iv. It would be complex to transform all the subject assignments into MCQs e.g. Urdu, Arabic etc.
8. Future Research In this research area, there is a vast gap for future research. A research is needed in making the mlearning more effective and easy to use in developing countries. The use of technology should be increased in developing countries in order to implement the m-learning. Research is needed in collaboration with mobile manufacturers in order to manufacture the mobile devices fulfilling the demand of m-learning and m-assessment.
9. Conclusions / Recommendations i. A generalized mobile assessment software system is recommended which may be used by the tutors / institutions providing distance learning education. ii. The proposed system would be able to send short-messages on student’s mobile in order to conduct quizzes and assessments replacing the current system of paper assignments. iii. It could also be used for informing/intimating students about examination dates, quiz dates and other relevant information which is normally communicated using college/university notice boards or formal letters. iv. Integrating m-assessment will expedite the communication between tutor and student. v. This will also enhance the accuracy of assessment results by transforming the current manual system into automatic assessment system. mGCI, Suite 10, 42 Brunswick Terrace, BN3 1HA Brighton & Hove, UK
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