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Procedía
Social and Behavioral Sciences
ELSEVIER Procedía - Social and Behavioral Sciences 67 (2012) 393 - 401
The 3 rd International Conference on e-Learning ICEL2011, 23-24 November 2011, Bandung, Indonesia
M-learning in Malaysia: Challenges and Strategies
Nik Mastura Nik Mohammad , Mohd Nor Mamat and Posiah Mohd Isa
aFaculty Architecture, Planning and Surveying, Universiti Teknologi MARA, Shah Alam, Malaysia bAcademic Affairs Division, Universiti Teknologi MARA, Shah Alam, Malaysia
Abstract
Adoption of electronic learning (e-learning) is not new in today's education system. In the realm of tertiary education, the requirement for online learning is of great relevance in line with the society needs to have tertiary education due to the constraint of campus capacity. This needs to the emergence of more friendly e-learning which is more compatible to any electronic devices and more mobile. In the general case mobile learning (m-learning) can be defined as any form of teaching and learning that happens when the users is interacting through a mobile device such as PDA, palmtop, i phone, handheld computers, smart phone or other gadgets. Malaysia should be considered ready to move on to wireless era where more and more areas especially in campus, have been already provided with wi-fi services. This paper is an effort to discuss challenges and strategies in implementing Mobile learning (m-learning) in Malaysia, with reference to some experiences among selected countries.
© 2012 The Authors. Published by ElsevierLtd.
Selection andpeer-reviewunder responsibility of i-Learn Centre, Universiti Teknologi MARA, Malaysia Keywords: e-learning; m-learning; challenges; developing countries; localization; flexibility; content
* Corresponding author. E-mail address: nikmasturanikmohammad@yahoo.com.sg
1877-0428 © 2012 The Authors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of i-Learn Centre, Universiti Teknologi MARA, Malaysia doi:10.1016/j.sbspro.2012.11.343
1. Introduction
Mobile learning or m-learning has different meanings for different communities. Although related to e-learning and distance education, it is distinct in its focus on learning across contexts and learning via mobile devices. It is defined as any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learners takes advantage of the learning opportunities offered by mobile technologies (wikipedia). The practice of mobile learning currently exploits both handheld computers and mobile phones. Mobile learning can perhaps be defined as 'any educational provision where the sole or dominant technologies are handheld or palmtop devices'. This definition may mean that mobile learning could include mobile 'phones, smart phones, personal digital assistants (PDAs) and their peripherals, perhaps tablet PCs and perhaps laptop PCs, but not desktops in carts and other similar solutions. Perhaps the definition should address also the growing number of experiments with dedicated mobile devices such as games consoles and i Pods, and it should encompass both mainstream industrial technologies and one-off experimental technologies (Traxler, 2005). It can be done using wireless laptops, PDAs, palmtops, tablet PCs etc (Seibu Mary Jacobs, 2007). In other words, mobile learning decreases limitation of learning location with the mobility of general portable devices. It is a personal, spontaneous, "anytime, anywhere", unobtrusive, way to learn and to access educational tools and materials content that enlarges access to education for all. It reinforces learners' sense of ownership of the learning experience, by offering them their flexibility in how, when and where they learn and access. In developing countries, mobile technologies potentially deliver education without dependence on an extensive traditional communications' infrastructure, leapfrogging some of the intervening development phases encountered in developed countries such as installing extensive electricity power grids, and building multiple computer rooms in educational institutions.
Although m-learning experience remains limited, it is becoming a credible, cost effective component of blended open and distance learning (ODL) blended learning provisions, adaptable to an institution's needs and situation. Currently mobile technologies and its usage widely expose today's community and Malaysia is one of the countries that are exposed to it, as most of public universities have efficient in campus wifi services. Malaysia has to gradually rethink about their education system accordance to changing technology. The scenario explores models for a campus in developing countries their using web lectures, the uses and purposes for wearable and mobile devices in tertiary education, identifying key trends and strategies to be considered when piloting the use of these devices in educational contexts. It is cost effective component of blended open and distance learning that wearable for an institution's needs and growth situation. The huge challenge as a recipient of communication is to have an enlarged and changed experience which fulfils the functions of an educational environment. According to John Chambers (in Rosenberg, 2001), 'the biggest growth in the internet, and the area that will prove to be one of the biggest agents of change, will be in e-learning." In order not to be left behind Malaysia has to adapt to this changes in its learning institution. Reported by Richard L. Hannah (in Rosenberg, 2001): "The age, experience, and work history of students impact online acceptance, often define access points (i.e., campus, work, home) and indicate career relevance of learning about and through the internet in addition to the context of the specific academic course content the whole concept of curriculum that Richard point out is a significant underestimate of work hours, and some research is indicating that the work-school blending is also emerging as a significant factor in high schools. By blending more conventional learning with mobile learning (m-learning) using these gadgets, it experiences flexible learning and contributes the benefits all types of learners, from primary schools, secondary school and colleges, to universities and employers. The transformation way for effectiveness, greater efficiency and entertaining experienced for learning today's mobile community.
1.1. Infostructure Readiness in Malaysia
In Malaysia, the patterns of tertiary education, clearly, did already change including University Technology MARA (UiTM) as one of the campus that in the age of collapsing space - is called distance education, rises; the importance of the physical campus declines. The learning process of face-to-face (f2f) contacts with venerable professors is supplanted by face-to-face contacts with senior members of the faculty or others. According to Ivan Illich (in Rosenberg, 2001): "there is no reason why ... skill centers should not be at the work place itself, with the employer and his work force supplying instruction as well as jobs." A variety of ways such as electronically mobile technologies through functioning networks of communication as described by Gibbons et al., "has been facilitated through the availability of ... enhanced means of communication." They stress that the computer is a tool that "generates a new language and images," that "the experimental process . is increasingly complemented, if not in part replaced, by new computational models of simulation and dynamic imaging," and that this contributes to a "diffusion of techniques from one discipline to another." The approaches to the issues of mobile learning (m-learning) addressed the first part of the dominant mode of access to the internet through wi-fi devices, e-learning simply becomes m-learning without any particular changes in content (by referring to the variety and availability appropriate to e-learning materials content). The second approach stresses that m-learning will characteristically aim at specific kinds of knowledge, namely knowledge that is location-dependent and situation-dependent. While acknowledging the merits of both of these approaches, the present paper has offered a different line of argument, taking its point of departure from the ubiquitous nature of communication. On the internet, e-mail is the most popular application, and mobile devices, too, are used mainly for purposes of person-to-person messaging. It would be great to define m-learning as learning as it arises in the course of person-to-person mobile communication. Mobile communication is enhanced everyday communication; and just as our everyday conversation is indifferent towards disciplinary boundaries, so, too, is m-learning. Situation-dependent knowledge, the knowledge at which m-learning aims, by its nature transcends disciplines; its organizing principles arise from practical tasks; its contents are multi sensorial; its elements are linked to each other not just by texts, but also by images such as diagrams, images and maps. As to show in the foregoing, Malaysia such as IPTAs today is ready to meet the needs of m-learning as a model for teaching and learning. Most of them have their own learning management system (LMS) and in campus wi-fi services (refer table 1) plus the compatibility of smart phones used among the students. The users of broadband in Malaysia are rapidly increasing, lately. Learner readiness to commit time to m-learning, discipline and interest in m-learning as well as their anxiety in whether qualification obtained via m-learning will be recognized. In addition, Malaysia with its multimedia cyber corridor has been certified as one of seven hi tech cities; includes Kansai Japan, Eindhoven Holland, Orlando and Silicon City USA, Singapore and Stockholm Sweden (Mohd Nor, 2004)
2. Challenges of M-Learning
In some developed countries there is a number of current m-learning projects are explored, from which the perceived benefits of using wi-fi technologies in education and focuses on their potential barriers to their use are derived. The main pedagogical issue to consider is the suitability of a course to the m-learning environment, as not all courses are suited to the m-learning environment (Keegan, 2003). For instance, short courses and mainly theory and information type courses are better suited to the m-learning environment. The use of wireless technologies in education impacts learner's motivation, collaboration and mobility, which results in benefits for all discipline.
There is evidence that the use of wireless technologies can help to increase collaborative learning and communication, as well as independent learning among learners, because of the mobility and capacity of
the devices (Becta, 2004). Theoretical model for m-learning in developing countries more emphasizes the importance of taking a systems view of all the elements that need to be in place in an m-learning environment (such as mobile devices and learners).
M-learning has also developed mainly in Europe, the United States and in parts of East Asia, primarily in an English medium, and in environments of ongoing and rapid technology. A "usable" devices that easy to use and improves effectiveness and efficiency that meets specific learning difficulties or disabilities such as visual, hearing, speech, mobility or manual dexterity impairment. Usable, accessible devices are main key factor to creating an inclusive m-learning environment. Some of the interacting challenges by using the devices such as small screens provides small images and text may lead to eye strain for viewing such as manual dexterity for small buttons controls and keyboards. This may find the few specifically educational applications material adapted or designed for mobile devices. When considering of usability of mobile devices by considering its intended use too.
Inexperienced challenges for m-learning starting out with the mapping of addressed factors to the framework it was found that most factors are mentioned by informants, if not always by both groups, for instance the students in Sri Lanka are not very technological confident and therefore need much technological support. They are neither used to the e-learning culture or learning at a distance which makes many of them expect immediate feed-back as provided in face-to-face classroom teaching. This makes the requirements for interactivity, presence and support extremely important (Annika Andersson, 2008).
Flexibility refers to the classical mantra of e-learning being learning for "anyone, anytime, anywhere". The factor concerns many issues such as whether students should be allowed to learn at self-pace and take the examinations when they want and if they should be allowed to choose the medium of content delivery. Above all flexibility in assignment pace and course delivery has proven to lead to good results.
Localization of content is about how the course material is adapted in order to fit local culture, language and religious beliefs (for instance; images and symbols should be appropriate for the local culture in order to not be offensive or simply confusing.) Much research shows that localization is of benefit for the students and language is often a good predictor of outcome (Eastmond 2000; Pagram et al. 2006; Usun 2004.)
In Malaysia, as one of developing countries there are often the test bed for exploring the possibilities and unique platform for experiencing the purpose technology from different countries. In this advance digital revolution era of mobile technologies, the transformation hierarchy model of teaching and learning model confronts two major issues; the first is the problem of having managed learning through intermittent connection, meaning responsibility for their own learning and benefits from having system track and manage learning. The second issue is cross platform solutions; say that all learners have access to all materials independent of particular system preferences. With these issue and challenges there's a templates and tools that populate learning object models will become prevalent and address device independent learning that the major m-learning vendors will come up with proprietary solutions to m-learning, largely helper applications that manage what you have done while offline. Eventually a consortium or an independent group will develop an open solution that will drive adoption. In longer term, this will happen as cost drops, product power improves and design takes into account a wider range of learning styles and lifestyle needs as a true mobile learning.
"Our time is a time for crossing barriers, for erasing old categories - for probing around."
1. Learn From Others' Success
The strategies of the mobile learning ideally placed, offer the following tools and applications to make it happen. The pedagogy and experience of running mobile in the studio or lecture room, m-learning aim to explore the transition from content to content (graphics, text, information, etc). For the first time, a mobile learning project is focusing on the field as a whole and not on the development of mobile learning for an institution or a group of faculty members, as the related fields of distance education and e-learning as blended learning approach.
Educators need to experience the personal value embedded in the technology as both productivity tools to increase efficiency and as mind tools for providing learning opportunities to students. Embedding Malaysia as m-learning universities in general acceptance of ICT by communities and effort taken to enhance international standing. A prospective vision for the universities and their role of the technology transfer units and distance education and their mission of the Commonwealth of Learning (COL) is to help the developing countries use various technologies to enhance the scale, scope, impact and quality of learning at all levels.
The potential for m-learning such as in Africa continent that are technologically far behind the developed world, and this lack of technological development has a detrimental effect on the education sector. As a result, young people in developing countries face immense challenges, which make it difficult for the next generation to catch up with the developed world. Due to lack of infrastructure for ICT (cabling for telecommunications and the Internet) in certain areas such as Africa, the growth of wireless infrastructure is more rapid than in many first world countries (Brown, 2004). The similar views to that, and states that most of the existing telecommunications infrastructure in Africa cannot reach the bulk of the population, with 50 percent of the available lines concentrated in the capital cities, where only about 10 percent of the population's lives (Jensen, 2002). In more than 15 countries in Africa for instance, over 70 percent of the lines are still located in the largest city. However, the situation is not quite as bad as it would appear because of the penetration of mobile networks, where these subscribers have now surpassed fixed line users in most countries, underlining the demand for basic voice services (Jensen, 2002).
Due to the low cost and long range of the cellular base stations, many rural areas have also been covered. The approximately 816 million people in Africa in 2001, it is estimated that only (Jensen, 2002):
• 1 in 13 has a TV;
• 1 in 35 has a mobile phone;
• 1 in 40 has a fixed line;
• 1 in 130 has a PC;
• 1 in 160 uses the Internet;
• 1 in 400 has pay television.
The fact that more people in Africa (as references) using mobile phones, in comparison to fixed line indicates the potential for m-learning in Africa. In addition, with reference to the European and other developing countries based m-learning, if users hoping to increase the rate of adoption of m-learning by the academic lecturers, it would be advisable to concentrate on implementation strategies that addresse the variables that were found to be statistically significant in this learning. This could be particularly beneficial in developing countries like South Africa as example, where many learners are not educated in their home language.
Mobile learning in Africa is a reality that will continue to grow in form, statue and importance, and it will become the learning environment of choice (Brown, 2004).
According to other view on Japan's experience, it stated that "although many people around the world think of m-learning as a program with a' promising future,' we have found that in Japan, m-learning already has a rich and vibrant history (Michael K.Kato and Vincent C.Ricci, 2006). Many companies, schools, organizations, and individuals are successfully implementing mobile learning solutions now." In the West, for the past decade, thinking of mobile learning and about using games to teach were already in place. In Asia and especially in Japan, practitioners have gone far beyond merely speculating about these channels for learning and surprisingly to learn that Japan is a global leader too in m-learning. Most Japanese phones are already extremely advanced and run many different kinds of applications and services, including music, games, television, email, web page viewing, GPS/navigation, megapixel photograph and learning.
Practically 100 percent of college students and working adults in Japan own a mobile phone, while only 5- percent of all households have Internet capable PCs according to Japan ministry on Internal Affairs and Communications, Statistic Bureau, Survey of Household Economy, conducted in 2006. In Japan, using mobile phone as a platform by targeting young adults, a fact that many Japanese universities and companies realize and respond to their recruitment and training. The most significant dominant forces of mobile learning the vigorous and pressures and incentives to build flexible learning organizations will continue to drive learning to technology that captures the attention, imagination and interest of target audiences. The need to motivate all level generation especially children and young adults of the twenty-first century will be the greatest driver of m-learning.
As in Malaysia, since the info-structure and mobile lifestyle are not far behind some other developed countries like Japan, USA and etc, it supposed not to be a big problem for m-learning launch.
3. Strategies for Success
The main purpose of this paper was to identify and analyze major challenges for m-learning in a developing countries context where exposure to ICTs is low and m-learning courses rare. This paper informs both learners and practice about which factors to give particular attention when designing and/ or researching m-learning in this context. It is considered important because delivery of education carries great potential for the poor but it has to be done in awareness of particular challenges. Several major challenges were identified in this case: Student support, flexibility, teaching and learning activities, access, students academic confidence, localization of content and attitudes on e-learning (Annika Andersson, 2008).
Due to time and space constraints only certain case studies and references from developing countries such as South Africa and Japan include for this paper. Through these case studies, it shown that m-learning in Japan is a viable and increasingly common choice fro both adult and children. No doubt, m-learning will be for some time a complementary aspect of blended learning approach; however, this does not mean that m-learning is peripheral. Rather, for a core group of users, it represents a vital part of their overall learning experience.
In terms of info structure readiness, Malaysia could be considered as leading the right track to embark m-learning. The e-learning platform which has been implemented and widely applied in most of public universities could be enhanced into mobile compatible and mobile gadgets friendly.
On the other hand, cultural change is most needed and to gradually change in many academic programs . It seems like was started by conducting various m-learning seminars, workshops and conferences with a lot of interest in m-learning as shown by papers in conferences by other institutional and organization. Many have adopted and analyzed for m-learning adoption providing challenges of e-learning to m-learning in Malaysia. Both m-learning confidence, encouraging also training were of practical importance in predicting m-learning adoption and m-learning readiness, both replicated and importance and sustained, should the university implement m-learning at the long run for the purpose developing a planned series of volumes about open and distance learning and raise the profile among institutional. Mobile learning methods can do much to enrich the learning experience and widely believed as a huge factor in getting certain age to engage in learning.
As mobile gadgets and their functionality with accessories such as cameras, video calls, MMS, wireless and MP3 players and as tablets combine the portability of PDAs with the functionality of desktops, the world of m-learning becomes more mobile, more flexible, more effective and more exciting. Therefore, gadgets with wi-fi for learning must be well promoted and inculcated in our learning culture.
Learning motivation among students and lecturers to change their attitude of learning must be strategized. Their attitude towards online learning activities must be extensively trained and enforced via series of trainings, workshops, seminars and others.
Although the most importance of hardware chosen for a particular program also might effect its usability and marketability, the shape and design form factor of the devices that will make it much more successful as a learning method altogether the content pool can change, the appropriateness of hardware, software, design choices and usability of the system are, as in most learning experiences, critical to adaptation and success.
On the other hand, cultural change is most needed and to gradually change in many academic programs . It seems like was started by conducting various m-learning seminars, workshops and conferences with a lot of interest in m-learning as shown by papers in conferences by other institutional and organization. Many have adopted and analyzed for m-learning adoption providing challenges of e-learning to m-learning in Malaysia. Both m-learning confidence, encouraging also training were of practical importance in predicting m-learning adoption and m-learning readiness, both replicated and importance and sustained, should the university implement m-learning at the long run for the purpose developing a planned series of volumes about open and distance learning and raise the profile among institutional. Mobile learning methods can do much to enrich the learning experience and widely believed as a huge factor in getting certain age to engage in learning.
As mobile gadgets and their functionality with accessories such as cameras, video calls, MMS, wireless and MP3 players and as tablets combine the portability of PDAs with the functionality of desktops, the world of m-learning becomes more mobile, more flexible, more effective and more exciting. Therefore, gadgets with wi-fi for learning must be well promoted and inculcated in our learning culture.
Learning motivation among students and lecturers to change their attitude of learning must be strategized. Their attitude towards online learning activities must be extensively trained and enforced via series of trainings, workshops, seminars and others.
Although the most importance of hardware chosen for a particular program also might effect its usability and marketability, the shape and design form factor of the devices that will make it much more successful as a learning method altogether the content pool can change, the appropriateness of hardware, software, design choices and usability of the system are, as in most learning experiences, critical to adaptation and success.
Universities LMS Wi Fi
Universiti Teknologi MARA* i-Learn
Universiti Malaya** ADeC e-Learning V
Universiti Kebanasaan Malaysia*** LeamingCare V
Universiti Putra Malaysia**** eSprint V
Universiti Peudidikan Sultan Idris***** MyGura V
Universiti Teknologi Malaysia****** eLearn2 V
Universiti Sains Malaysia******* eLearn(ffiUSM V
Universiti Utara Malaysia******** LearningCare V
Universiti Malaysia Sabali********* LMS UMS V
Universiti Malaysia Sarawak********** MORPHEUS V
Sources: *littp://i-learn.iiitm.edu.my
**http://adec.um.edu.my ***http://portal.ukm.my
♦♦»♦http://www.spc.iipm.edii.my *****http://myguru2.upsi.edu.my ♦ ♦♦♦♦♦li ftp://eiearn2.utm.edu.my ♦ ♦♦♦♦♦♦http://e-learning.usm.my & http://wifl.usm.my ♦ ♦♦♦♦♦♦♦http://www.learcare.uuin.edu.iny ♦♦♦♦♦♦♦♦♦http://lms.ums.edu.my ♦ ♦♦♦♦♦♦♦♦♦http://uiorplieus.calin.uniinas.my
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