Does SMS Technology in University Learning and Instruction have a Sound Pedagogical Basis? Prof Yaacov Katz and Dr Yaacov Yablon School of Education Bar-Ilan University Paper Presented at Conference of School of Education Faculty Members October 2007

E-Learning Methodologies E-Learning methodologies expected to provide added dimensions to traditional learning E-Learning through the medium of ICT (computers, computer-based technology etc.) E-Learning is progressing as an alternate or complementary learning methodology (ICT based learning, D-Learning) Thus online and blended learning are becoming realistic learning methodologies

Problems Inherent in E-Learning Ability of teachers to utilize the instructional potential of E-Learning Ability of learners to embrace E-Learning Attitudes of teachers toward E-Learning methodologies Attitudes of learners toward E-Learning methodologies Development of flexible, user-friendly E-Learning methodologies where learning is controlled by learners

Mobile Technologies at Present PDAs, hand-held devices, cell phones 1.5 billion cell phones in use today Mass production and distribution Most widespread ICT available Infrastructure exists almost everywhere Relatively cheap (compared to other communication technologies) Not bound by time or location

Mobile Learning M-Learning not limited by time and place or size of device M-Learning is based on the use of mobile appliances (PDAs, hand-held devices, cell phones) Challenges of M-Learning devices - size vs efficiency and effectiveness, capacity, clarity, cost

Research on SMS Learning Text2Teach - SMS based science education program in Philippines Computer Science studies in Taiwan SMS based test and exams in New Zealand Language teaching with SMS technology in Ireland, Japan, and South Africa Managerial training in Finland Positive evidence available regarding efficiency of SMS based learning

Present Research Study Study of compulsory university English vocabulary through SMS technology Three comparison groups of student learners who studied English vocabulary for 6 weeks: SMS learning group - 31 received daily list of vocabulary to personal cell phones Email learning group - 29 received daily list of vocabulary to email addresses Snail mail learning group - 35 received daily list of vocabulary by snail mail

Research Instruments Vocabulary achievement test on lists of English vocabulary studied during 6 week period 24-item questionnaire that examined attitudes of learners toward particular learning methodology (SMS, email, snail mail) regarding flexibility of learning, user-friendliness of learning, and control of learning

Results No significant differences between learning methodologies for achievement scores Significant hierarchical differences between groups for flexibility, user-friendliness and control SMS group most positive, email group intermediately positive and snail mail group least positive for 3 factors

Conclusions Achievement is not dependent on learning methodology - congruent with ICT research SMS based learning perceived to be more flexible (less bound by time and location of learning) than email or snail mail learning SMS based learning perceived to be more user-friendly (accessible, cheap) and less complicated than email or snail mail learning SMS based learning perceived to contribute to control of learning (always available for checking) than email or snail mail learning SMS has pedagogical potential for university use