1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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
learning group - 29 received daily list of vocabulary to addresses
Snail mail learning group - 35 received daily list of vocabulary by snail mail

8. 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, , snail mail) regarding flexibility of learning, user-friendliness of learning, and control of learning

9. 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, group intermediately positive and snail mail group least positive for 3 factors

10. 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 or snail mail learning
SMS based learning perceived to be more user-friendly (accessible, cheap) and less complicated than or snail mail learning
SMS based learning perceived to contribute to control of learning (always available for checking) than or snail mail learning
SMS has pedagogical potential for university use