1. Utility or Futility? Marguerite Koole Dr. Mohamed Ally

2. Introduction Purpose Background Theory Methodology Results & discussion Conclusion

3. Purpose  Preliminary exploration of controls and constraints of mobile learning ◦ Perceived usefulness  Attitudes ◦ Potential impact  Study patterns  Social effects  Pedagogical effects ◦ Usability

4. Background Conducted at a post-secondary, distance-education institution in Canada Master of Education students Moodle LMS MobiGlam University of Glamorgan Cellular or WiFi devices

5. Theory The Frame model (Koole, 2006)

6. Theory Transactional Control Theory (TC) Dron, 2007 Based on Transactional Distance Theory (TD) The more structure, the less the freedom of choice The more structure, the less the dialogue The more autonomous the learner, the less need for structure and dialogue TC theory The learner must adapt to aspects in the environment that potentially constrain his/her choices.

7. Methodology  Phase 1 ◦ 4 respondents (26-56 years) ◦ Pilot software, training materials, questionnaires  Phase 2 ◦ 16 respondents (26-56 years)  12 = high computing skills  3 = advanced computing skills  1 = low computing skills  Weekly activities  Pre- and post-questionnaires ◦ Based on FRAME model

8. Results: Interaction Learning Frequency of interaction per week ActivityMoodleMobile Check news3.253.0 Check Forums3.812.12 Access static information2.94N/A Contact other students1.191.71 Contact instructor(s)0.931.14 Average2.421.99 (Scale: 0 = 0 times, 1 = once, 2= twice, 3 = 3 times, and 4 = 4 or more times)

9. Comments: Interaction Learning Current frequency of interaction is fairly low, yet learners report feel very “connected” Mobile would not increase their sense of “connectedness”

10. Results: Social Technology Flexibity & networking OpinionsMoodleMobile Importance of flexible access 3.562.25 Satisfaction with network connection N/A2.0 Average3.562.13 (Scale: 0 = not at all, 1 = not very, 2= neutral, 3 = somewhat, and 4 = very)

11. Comments: Social Technology Rated need for flexible access to LMS high Rated need for flexible mobile access low Respondents recognize that mobile access is advantageous for travellers

12. Results: Device Usability Device usability ratings OpinionsMoodleMobile Satisfied with Moodle / mobile device 3.382.75 Easy to navigate3.751.88 Easy to learn3.882.88 Average3.672.50 Opinions Satisfied with input1.63 Satisfied with output1.63 (Scale: 0 = not at all, 1 = not very, 2= neutral, 3 = somewhat, and 4 = very)

13. Comments: Device Usability One learner felt that mobile access was only useful for checking on activity, but would not encourage “learning” Others felt mobile access was intrusive Low understanding of technology Training was not effective

14. Results: Study Patterns & Attitudes Control, organization & preferences OpinionsMoodleMobile Sense of control3.312.13 Sense of being organized3.441.63 “Like” to study online / mobile 3.880.88 Average3.511.55 (Scale: 0 = not at all, 1 = not very, 2= neutral, 3 = somewhat, and 4 = very)

15. Comments: Study Patterns & Attitudes Email remained preferred method of communication Ratings low, but comments indicated that they would adapt Possible correlation with demographics

16. Respondents’ Recommendations University-wide implementation of mobile technology RecommendationsYesNoMaybe Offer SMS service540 Provide mobile access to courses 522

17. Conclusion Control-constraint-need threshold had not been met in this trial = motivation to use or adapt remained low

18. Thank you Questions? Marguerite Koole mkoole@athabascau.ca mkoole@athabascau.ca Dr. Mohamed Ally mohameda@athabascau.ca mohameda@athabascau.ca