Zoraini Wati Abas

Author Details

Zoraini Wati Abas is professor at the Faculty of Education and Languages at the Open University Malaysia (OUM). She specializes in Mobile learning, Institutional Research and Quality Assurance, amongst others.

Zoraini Wati Abas, Ed.D. Faculty of Education and Languages Open University Malaysia Kuala Lumpur, Malaysia Email: zoraini@oum.edu.my, zoraini@gmail.com

Mobile Learning at the Open University of Malaysia

Mobile Learning at Open University Malaysia

Mobile learning (m-learning) at the Open University Malaysia (OUM) started in 2008 when the m-learning team comprising 16 academic staff from various faculties was formed. The objective of the team was to formulate how best to introduce m-learning to the learners. Being an open and distance learning institution, OUM makes continuous efforts to leverage on some of the latest learning technologies. Mobile devices such as phones, MP3 and MP4 players were seen to be the next set of devices to be considered, primarily because they were in the hands of many and not only were the mobile devices becoming increasingly affordable, they were also being packed with more powerful features. In addition, it was getting cheaper to subscribe to mobile and Internet services.

When the m-learning group was first formed, it was felt that we needed assurance that OUM learners were indeed ready for m-learning. We needed to know that not only did they have the mobile devices, but they were also subscribers to the Internet and ready for yet another mode of learning. A readiness study of learners at the OUM was conducted in late 2008 via a questionnaire to determine the ownership of the devices, access to the Internet, their computer and online habits but more importantly, their perception of using m-learning as part of their learning at OUM in the near future.

The survey was carried out in more than 40 OUM learning centers throughout the nation with close to 3,000 respondents. Survey questionnaires were mailed and collected via mail over a period of 4-6 weeks. When the data were analyzed, it was found that 82.8 percent of the respondents said they would be ready for m-learning. Based on the survey, it may be generalized that 99 percent of OUM learners have mobile phones. Almost all were using the Internet on a regular basis. The findings of the survey were presented to all Deans and Heads of Schools as well as the OUM general management committee. Subsequently, the group was given the approval to conceptualize and plan for a new m-learning project for learners. The concept and plan were again presented to the groups for their buy-in and support and to obtain the necessary financial resources for the 2009.

With this, OUM piloted a series of ten-minute podcasts in January 2009 but due to technical challenges, production of the podcasts had to be stopped. However, in view of the popularity of short message system (SMS) among Malaysians, the use of SMS was next considered. A workshop inviting OUM faculty members, tutors and students was held in April 2009 to discuss the idea for m-learning via SMS, obtain their opinions and feedback and to plan for the next pilot using SMS. The feedback received from learners at the workshop was not overly positive. Nevertheless, the learners were asked to provide the circumstances for what would be acceptable in terms of when and how frequent the SMSes should be. Subsequently, a matrix or template to help with the preparation of the entire SMS text was developed by the author and her team. The matrix defines the category of SMS, the specific text, and the timing of SMS to be sent. The implementation plan and activities for the next semester, that is, for the next phase of m-learning at OUM was tried out during the May 2009 semester. It was implemented with a course titled, “Learning Skills for Open and Distance Learners,” a first semester course for OUM learners. About 2,000 students enrolled in the May semester received a total of about 30 SMSes over a period of about 14 weeks. The responses from students were positive. They recommended that it be continued in future semesters and in the other courses they took. The project has continued every semester since then with the addition of more courses.

Based on the evaluation of the project, learners have expressed, via focus groups and surveys, that the SMSes helped them focus on the course, reminded them of important things to do such as reading the module prior to attending their tutorials, participating in the online discussions and preparing for the examination. In addition, some of the SMSes helped them stay motivated, made them realize the more important content and that the SMSes helped them to pace themselves better. The SMSes also reminded them that they were students. Generally, the m-learning project made them more engaged with the content and activities of the course. Hence, m-learning was very well-received. Learners expressed that they wanted them in their other courses. Since May 2009, more than 22,000 OUM learners have benefited. It has been introduced in more than 10 courses. However, to contain cost, OUM recently decided that m-learning would be confined to two courses, the Learning Skills course and the other, Malaysian Studies, a required course for all OUM learners.

Today, with the proliferation of tablet computers such as the iPad and Galaxy Tab, OUM is considering using them as a learning device on OUM course modules can be easily downloaded into. Still at the planning stage, the idea of using tablet computers makes sense as through these devices, not only will course information and learning materials be more easily accessible, the learner will also benefit from other useful applications supported by such devices. In addition, with wi-fi facilities available in most, if not all classrooms in the OUM learning centers, the learners will be better engaged with OUM as a whole and with their facilitators in particular. It will be seamless and ubiquitous learning at its best.

OUM’s experience with m-learning will be shared with the MOOC participants. Links to three articles written on the project are provided and participants are encouraged to read them to gain a better understanding of the project. Participants may also read a chapter on the m-learning project at OUM, published in a book edited by Kitchenham (2011). Titled, “Unleashing the potential of mobile learning through SMS for open and distance learners,” the chapter provides a more comprehensive description of the project. The book may already be available in the library of the participant’s institution.

A set of slides will also be shared during the live session with the facilitator, on Wednesday, 21 September, 2011. It will provide an overview of m-learning at OUM, some of the issues and challenges faced during the implementation and ideas for the future.

Activities:

1. Read the three articles provided and add your comments to the blog entry at http://eyeonlearning.blogspot.com

• • Mobile learning initiative through SMS: A formative evaluation
  • Engaging ODL learners through mobile learning at Open University Malaysia
  • Design and implementation of mobile learning at the Open University Malaysia

1. Read the chapter, “Unleashing the potential of mobile learning through SMS for open and distance learners.“ Published in Kitchenham, A. Ed. (2011). Blended and Mobile Learning across Disciplines: Models for Implementation. PA: IGI Global. (if available in the library of the institution)
2. Participate in the live session with the facilitator on Wednesday, 21 September, 2011

Resources:

Articles at: http://www.scribd.com/collections/3238724/MOOC-on-mobile-learning-at-OUM Blog at: http://eyeonlearning.blogspot.com Slides at http://www.slideshare.net/zoraini (to be uploaded by 21 September, 2011)

Curated Links

Slides presented in Change11

http://www.slideshare.net/zoraini/mobile-learning-at-open-university-malaysia-9356853#btnNext

Zoraini presented these slides during the first live session of Change11 .

Recording of the Live Session

recording on Vodpad

description

Chat Transcript from the Live Session

Chat Transcript 09/21/2011 12:00: Zoraini Wati Abas #change11

MOOC on mobile learning at OUM

http://www.scribd.com/collections/3238724/MOOC-on-mobile-learning-at-OUM

Zoraini Wati Abas shares their work at Open University Malaysia on a an mlearning project which started in 2008. The work started with a survey of around 3000 distance learners throughout Malaysia and found that more than 80% of respondents were "ready" for mobile delivery of course material. Two of the three articles provided by Zoraini on Scribd have been presented at conferences, one at the SEAAIR 2009 conference in Penang, Malaysia and the other at the PCF6 in Koci, India, 2010. The third article has been published in the ASEAN J. Open and Distance Learning (Vol 1, No 1) in 2008.

A Powerful Combination - Radio and SMS promote open social dialogue in Chad and Niger

http://www.frontlinesms.com/2011/09/13/a-powerful-combination-radio-and-sms-promote-open-social-dialogue-in-chad-and-niger/

Equal Access International aims to create positive social change for millions in the developing world by providing education and access to information through technology. In Chad and Niger they have been working with FrontlineSMS and local radio stations to provide a mechanism for immediate feedback through SMS that shapes the conversations on 6 radio programs. Engaging people in dialogue, particularly if they are struggling with violence, can help them feel socially included and gives them a voice.

Group Edited Response

Zoraini Wati Abas presented findings from a mobile learning initiative which used SMS at the Open University of Malaysia. They concluded that SMS is a simple yet effective way of getting messages direct to the student. The project was launched after learning in an earlier study that 82.8 percent of learners could imagine themselves learning via mobile devices (Abas, Lim & Woo 2009).

An average of 3 SMS, in 5 categories (content, course management, motivation, forums, tips) were sent over the first semester course of 12 weeks in "Learning Skills for Open and Distance Learners". To determine learner response to the SMS initiative 51 learners and 12 tutors participated in focus groups at week 6. Feedback from these focus groups was then incorporated into the SMS sent during the second half of the course. Later studies by researchers at OUM evaluated the project and found support for itsf pedagogical effectiveness and sustainability (Lim, Mansor, & Norziati, 2011, and Singh, 2011).

Niko Aspiotis complimented the way in which the mlearning initiative was planned, structured and implemented. Zoraini emphasised the importance of involving stakeholders throughout the project, keeping things simple and not rushing.

Some early commenters on the introductory post made by Zoraini on the change.mooc.ca week 2 course page questioned whether the initiative served any real pedagogical purpose highlighting the administrative and pastoral care nature of many of the short messages. Considering that at OUM 95% of students are distance learners the distinction between student support and student focussed learning is an important one to make. Although there seemed to be a focus on administrative functions and reminders in the discussion, Zoraini highlighted that of the five categories of text course content was one (15 out of 30 SMS), and that mlearning was used to teach as well as manage students. Jasmin Hamadeh highlighted the lack of any objective measures of changes in student behaviour, and lack of a control group. Zoraini and her colleagues instead preferred to survey student satisfaction and collect feedback through focus groups. Zoraini was quick to make the point that the was evaluative in nature and designed to assess the progress of the mobile learning initiative against limited objectives.

Elsewhere, Louise Lee expressed skepticism for the claims that the mobile learning enhanced academic performance, and queried whether it would lose it appeal with students and become just another distraction. Zoraini responded by posting examples of where students had gone out of their way to share txts with others, request inclusion in the study and commend the mobile learning team on the initiative. She also detailed the low rates of requests to opt out of the service. Lee also expressed some skepticism over what she called the "nagging" effect of the SMS messages. This "handholding" or reminders to students to post to the forums and other SMSes in the course management category generated questions in the backchannel if such practices encouraged learned helplessness rather than learner autonomy.

Cost was also brought up as an issue. In delivering SMS to students there is an associated cost per student that has an impact on the sustainability of similar projects. Chris Teplovs asked what this cost might be and whether students would be willing to pay for the service. Zoraini replied that the cost for every SMS sent was MYR 0.20. With 30 SMS sent per course it would cost the university MYR 6.00 per student per semester. Hence, for a group of 2,000 students taking a single course the total cost is MYR 12,000 (USD 4,000) per semester. Zoraini compared this cost per student with that of a fish fillet from McDonald's or, a simple lunch for one person. Students were asked if they would be willing to pay MYR5.00 per semester for the SMS they received. Zoraini reported that they would as it is close to the normal cost for subscribing to an SMS service from a media company.

The students involved in the study reported appreciating receiving the SMS and satisfaction with the service. Some students in the study responded that after overcoming the initial shock of receiving texts from OUM they still didn’t know what to do with them. Others reported that they just ignored them and archived them, in case they might need them later. Do administrative imperatives provide a convenient springboard for introducing blended learning? It is yet to be seen that SMS designed to enhance the learning skills and participation of distance learners has measurable impact on academic learning outcomes.

References

There was also some talk about a group written review of each week. But i can't really imagine how that might work. --Dave cormier 02:04, 14 September 2011 (UTC)