International Journal of Interactive Mobile Technologies (iJIM) - Volume 4, Issue 2, Apriel 2010
ADOPTION OF MOBILE LEARNING AMONG DISTANCE EDUCATION STUDENTS IN UNIVERSITI SAINS MALAYSIA
Adoption of Mobile Learning Among Distance
Education Students in Universiti Sains Malaysia
doi:10.3991/ijim.v4i2.1167
Issham Ismail, Rozhan M. Idrus, Azidah Abu Ziden and Munirah Rosli
Universiti Sains Malaysia, Penang, Malaysia
Abstract—This study was carried out in order to investigate
whether mobile learning using Short Message Service (SMS)
was a method of learning adopted by the students enrolled
in the School of Distance Education, Universiti Sains Malay-
sia. As adult learners who are in vocation, time and isolation
are the bane of self-study. Since all the students own a mo-
bile device that can receive SMS, educational messages can
be sent directly to their devices. This experimental study
explored the impact of learner’s characteristic, learning
design and learning environment to their adoptability. This
study utilised two models of data analysis, the Statistical
Package for Social Science (SPSS) Version 12.0 and the
Rasch model analysis for measurement. The analysis was
conducted on a sample of 105 students based on gender, age,
ethnicity, programme of study and mobile device ownership.
The students were from four different courses which are
Bachelors of Science, Bachelor of Arts, Bachelor of Social
Science and Bachelor of Management. The questionnaire-
answer session were administered by the respective course
managers in their tutorial sessions during the annual resi-
dential intensive course in the main campus of the Universiti
Sains Malaysia. The result indicated that mobile learning
has helped them to pace their studies. By using mobile
learning, learners easily get any information that they need
at anytime anywhere. Learners would also like to take an-
other mobile learning assisted course if the courses are rele-
vant to their learning needs. Furthermore, the SMS educa-
tional content received through their hand phone are easily
remembered.
Index Terms—Mobile learning, distance education, SMS,
I. INTRODUCTION
Emerging technologies are leading to the development
of several new opportunities which enhance and guide the
learning process to higher level compared to unimaginable
conditions in previous years. The use of these technolo-
gies turns out to be well aligned with strategic educational
goals such as improving student retention and achieve-
ment, supporting differentiation of learning needs, and
reaching learners who would not otherwise have the op-
portunity to participate in education [1]. Rapid develop-
ments in handsets, networks, and mobile applications can
make educational implementations using mobile phones
can be a risky one [2]. A great deal of effort has also been
devoted in understanding how mobile technologies are
related to both traditional and innovative ways of teaching
and learning, showing the applicability of mobile learning
across a wide spectrum of activity [3][4] as well as high-
lighting the most important emerging issues [5]. Studies
done by Malaysian Communications and Multimedia
Commission [6] found that in Quarter 2, 2009, the pene-
tration rate for cellular phone in Malaysia is 100.8 %.
Penetration rate over 100% occurs because of multiple
subscriptions. The mobile phone is multipurpose device.
It is not only used to transmitting voice communication
but also can provide a number of other functions and ser-
vices. The one of that is a short messages service. Previ-
ous studies have examined ways in which everyday life
activities influence mobile phone use and to a certain ex-
tent SMS usage [7] [8].
For mobile users as well in all mobile applications,
SMS messaging is found to be the most useful and con-
venient way of technology. SMS is inexpensive, supported
by almost all phones as an unlimited offering, familiar to
students, and rapidly gaining worldwide acceptance. SMS
is a low-threshold application used widely by students to
quickly send concise, text-based messages at any time.
Text messaging, also known as the short message service
or SMS, is changing the communications landscape on
college campuses [9]. According to the International As-
sociation of the Wireless Telecommunications Industry,
the number of SMS messages sent in the United States
each month now exceeds 48 billion, up from just 10 bil-
lion per month in 2005 [10]. The aim of this research is to
investigate the problematic of designing mobile learning
among the students enrolled in the School of Distance
Education, Universiti Sains Malaysia. The responses are
viewed from three factors, via, learner characteristic,
learning design and learning environment.
II. MOBILE LEARNING
Mobile Learning commonly referred to as, M-Learning,
is a form of e-learning that specifically employs wireless
communications devices to deliver content and learning
support [11]. Mobile learning represents exciting new
frontiers in education and pedagogy [12]. With the
features of “wearable” computing and multimedia content
delivery via mobile technologies, mobile learning
becomes feasible and offers new benefits to instructors
and learners [13]. M-learning is the exciting art of using
mobile technologies to enhance the learning experience. It
refers to the use of mobile and pocket IT devices, such as
PDAs, mobile phones, Pocket PCs, laptops and the Inter-
net in teaching and learning process. It helps people to
learn and gain information just from their pocket devices.
III. LEARNING TRANSFER
From the educational psychologist's view, learning is
defined as the relatively permanent change in behavior
[14]. Learning transfer is the application of knowledge,
attitudes and skill that are learned from one situation to
another learning situation. It is because the learning con-
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ADOPTION OF MOBILE LEARNING AMONG DISTANCE EDUCATION STUDENTS IN UNIVERSITI SAINS MALAYSIA
text is often different from the context of application as
the goal of training is not accomplished unless transfer
occurs.
Successful transfer of learning requires that training
content be relevant to the task, that the learner must be
motivated and that the learner must learn the training con-
tent. There remains considerable controvery about how
transfer of learning should be conceptualized and ex-
plained, whether it relates to learning or whether it exits at
all [15].
IV. LEARNING DESIGN
A ‘learning design’ is defined as the description of the
teaching-learning process that takes place in a unit of
learning (e.g., a course, a lesson or any other design learn-
ing event) [16]. Due to the rapid emergence of wireless
communications technology and mobile devices, the use
of handheld technology in education has increasingly been
the object of study in recent years. The key principle in
learning design is that it represents the learning activities
and it supports activities that are performance by different
individuals (learners, teachers) in the context of a unit of
learning. Due to their small size and familiarity, mobile
phones in the classroom can be unobtrusive [17], requires
no technology training, and are not intimidating to most
users. All students can ask questions and comment (simul-
taneously if needed) without interrupting the in-class ac-
tivities; interaction can continue after class [18].
V. LEARNING ENVIRONMENT
The presence of interactivity in the classroom is re-
ported to yield benefits in relation to the promotion of
more active learning environments, the building of learn-
ing communities, the provision of greater feedback for
lecturers, and it also contributes towards student motiva-
tion [19] [20]. It is possible to study any where and any
time with the development of wireless mobile network
and the improve of the mobile communications equip-
ment, within educational environments, students fre-
quently move venues, [21]. The learner’s mobility creates
an ever-changing environment for learning:
“....the mobile technology, while essential, is only one
of the different types of technology and interaction em-
ployed. The learning experiences cross spatial, temporal
and/or conceptual borders and involve interactions with
fixed technologies as well as mobile devices. Weaving the
interactions with mobile technology into the fabric of
pedagogical interaction that develops around them be-
comes the focus of attention”. [22]
The learner’s location positively affects the learning
contents and method as well in constructive mobile learn-
ing.
VI. RESEARCH METHODOLOGY
This study was conducted in February-April 2009 by
sending course content using SMS to students who have
registered with the SMS learning programme. The survey
was conducted for two week before the final examinations
for the semester of 2008/2009. A total of 105 question-
naires were distributed to student from four different
courses which are Bachelors of Science, Bachelor of Arts,
Bachelor of Social Science and Bachelor of Management.
The data was collected using simple random sample
through secondary data based on the online databases and
past researchers studies. The questionnaires were adminis-
tered by the respective course managers in their tutorial
sessions during the annual residential intensive course in
the main campus of the Universiti Sains Malaysia.
A. Instrument
The questionnaire consisted of 6 parts which are demo-
graphic data, learning transfer, system elementary, SMS-
learning services, technology acceptance and effectiveness
of SMS-learning. For demographic data, it focused more
on the respondent’s demographic information and per-
sonal background such as gender, age, ethnic group, the
courses types, year of study, monthly income, marital
status, current CGPA and others. Learning transfer was
viewed from the perspective of information on the learner
characteristics, learning design and learning environment.
System elementary investigates the accessibility, while
SMS-learning services captured more on facilities, satis-
faction of M-learning services and teaching and learning
style. Technology acceptance investigated the perceived
ease of use, security and privacy, perceived usefulness,
amount of information, perceived enjoyment, social influ-
ence and new technology usability. The final component
was the effectiveness of SMS-learning captured from the
course package, usability and students responsiveness. All
questions were measured using a 5-point Likert scale,
which 1 stands for ‘strongly disagree, 2 ‘was for ‘dis-
agree’, 3 was for neutral, 4 was for agree and 5 was for
‘strongly agree’ except for questions on demographic.
This study utilised two models of data analysis, the Statis-
tical Package for Social Science (SPSS) Version 12.0 and
the Rasch model for measurement.
B. Analysis and Finding
Statistical Package for Social Science (SPSS) Version
12.0 was used to analyze the data. The data was run by an
analysis of variance (ANOVA) test.
TABLE I.
DEMOGRAPHY OF THE RESPONDENTS
Frequency
Gender Male 31
Female 74
20-29 44
30-39 46
40-49 12
Age (years)
50 and above 3
Malay 60
Chinese 11
Indian 27
Ethnicity
Other 7
B. Science 2
B. Arts 1
B. Social Science 2
Programme
B. Management 98
Mobile Phone 96
Both 6 Mobile Device Own-
ership
PDA/Pocket
PC/Palmtop
3
iJIM – Volume 4, Issue 2, April 2010 25
ADOPTION OF MOBILE LEARNING AMONG DISTANCE EDUCATION STUDENTS IN UNIVERSITI SAINS MALAYSIA
TABLE II.
STATISTICS FOR THE PROBLEMATIC OF DESIGNING MOBILE LEARNING
___________________________________________________
Item Statement Infit MNSQ Outfit MNSQ
___________________________________________________
Design 18 I can easily remember the 1.38 1.41
term that I received on my
mobile phone
Learner 6 This course by mobile 1.13 1.28
learning experience was fun
Environment 28 I would like to see the SMS 1.12 1.04
learning to be used in next
semester as well
Design 17 I found the SMS learning 1.10 1.04
enjoyable
Design 14 Mobile learning is convenient for 1.25 1.24
communication with other course
students.
Learner 7 I would take another mobile .86 .83
learning assisted course if
relevant to my learning needs.
Design 15 The daily SMS messages assisted in .89 .89
my studies greatly.
Design 12 Using mobile learning, it is easy for .85 .85
me to access course content.
Learner 8 Mobile learning increases the quality .74 .73
of my distance education course.
Learner 9 Mobile learning has helped me pace .68 .64
my studies in my distance education
course.
__________________________________________________________
Mean .99 1.00
S.D. . 21 .24
__________________________________________________________
CRONBACH ALPHA (KR-20) PERSON RAW SCORE
RELIABILITY = .93
A total of three scenarios represents (10) ten items were
analyzed in Learning Transfer. One scenario represents
four items were analyzed in ‘learning characteristics’,
second scenario represents five items were analyzed in
‘learning design’ and third scenario represents one items
were analyzed in ‘learning environment’.
A specification for the person center, or mean, to be lo-
cated at zero was entered into the Winstep (version 3.57.1)
code. For comparison purpose, an analysis was conducted
and examined with and without this specification [23]. To
determine the measure of stability and accuracy, the re-
view begins with fit statistics to assess whether the as-
sumption of uni dimensionality holds empirically (Lina-
cre, 2004). OUTFIT mean-square fit statistics (MNSQs)
are equivalent to a chi-square statistics value greater than
2.0 indicate unexplained randomness throughout the data
[24].
Table 1 illustrate that all items included in the learning
transfer measure fits the expectations of the Rasch model.
The data shows that infits MNSQ and outfit MNSQ are
not more than 2. From here we can conclude that the infits
MNSQ is .99. This is almost perfect because it nears to 1,
while mean for outfitMNSQ is 1 which is a perfect result.
Standard division (S. D.) for both also good because more
that 2.
Reliability is the degree to which measures are free
from error and therefore yield consistent results. Sekaran
stated that, the closer the reliability coefficient (Cron-
bach’s Alpha) to 1.0 the better it is and those values over
0.80 are consider as good [25]. Values in 0.70 are accept-
able while below than 0.60 considered as poor. In the
reliability analysis, the alpha value that is closer the reli-
ability coefficient to 1.00 is the better. Related to the table,
reliability for this analysis is 0.93, which is good because
it is closer to 1.0 and shows that respondents answered all
questions consistently. From this study also we can see
that six items were deleted from a total of ten (10) items,
meaning that only 10 items that were include in range 0.7
until 1.4 logit.
The item and person map in Figure 1 displays a hierar-
chy of design, learner and enviroment preferences as rated
by the participants and indicates the participant’s willing-
ness to endorse the items is generally very high and the
item endorsability is quite easy, as noted by the mean, m,
of items and person. The characteristic which participants
rated as most preferable in a counselor was “a good lis-
tener”. The characteristic which participants rated as the
least preferable in a counselor was “a good listener”. The
characteristics which participants rated as the least prefer-
able in a counselor were “sympathetic”, “validates my
thoughts”, “uses humor” and “comfortable talking about
issues of diversity” [23].
Design 9, stated that mobile learning has helped me
pace my studies in my distance education course. The
results show that mobile learning has assisted the learners
in their study. This concept is also similar to other place
like Open Universiti Malaysia. They use SMS as their
supplementary learning tool. According to Nurhizam,
SMS service which will be provided to learners are as
follows; multiple choice questions with feedback, pre post
self- test, quizzes and assignment notification, crucial as-
signment reminders, access to examinations and test
Figure 1. Hierarchy Map of Person and Items
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ADOPTION OF MOBILE LEARNING AMONG DISTANCE EDUCATION STUDENTS IN UNIVERSITI SAINS MALAYSIA
marks, fact of the week, web links, reading materials lists
and courses registration [26]. Mobile learning is the meth-
ods that were use to make their study more interesting and
the learners can easily get any information that they need.
Now, this is important to improve the mobile learning
system that provides satisfactions to the students and hav-
ing them enjoying and benefit from the use f this system.
Due to that, in design 7, the learners would take another
mobile learning assisted course if relevant to my learning
needs. This is show that the learners were required more
mobile learning course in their study. They are interested
in pursuing in this method of learning if there is any op-
portunity offered. It is the future of mobile learning.
Unfortunately, in design 12, there is a constraint in mo-
bile learning. The bigger constraint in using mobile learn-
ing existed as the learners finds it difficult to access the
course. This finding is consistent with our system. It is
because our system does not provides the system which
enable learners to access the course. However, according
to study done by Hassan, W.Z. & Sulaiman, W.A., the
results showed that the enjoyment with regards to the use
of SMS is related to behavioral intention of SMS [27].
This indicates that, the learners still enjoys using SMS in
their study although the system is not easy to access.
While design 14 suggested that mobile learning is con-
venient for communication with other course students.
However, the results shows that the respondent disagree
about the item. Consistent with our research, currently we
did not provide the system which can communicate with
other course students. Currently, mobile learning that has
been offered in this case is a one way communication,
whereby students are not allowed to communicate with
the server. Therefore, learners need to participate with the
combination of e-learning method. M-learning, is a form
of e-learning that specifically employs wireless communi-
cations devices to deliver content and learning support
[11]. Most existing typical e-learning systems are tailored
toward PC-based web access and are not customized to be
used through mobile devices (Woukeu et al., 2005; Goh
and Kinshuk, 2006). Thus, by using this combination, the
learners can get more information about their study easily
and make their study more interesting.
For design 17 on the other hand, it shows that on aver-
age, respondents stated that SMS is less exciting. Cur-
rently, related with our research, we only send facts to our
learners. For the future plan, we plan to insert more fun
elements that will increase learner effectiveness like
MMS, GPRS and many more.
VII. CONCLUSION
The result that we can derive from this study is that
SMS is determined by the perception of usefulness. The
terms that are received in mobile learning are easy to re-
member and very helpful for the learners in their study.
The learners are also very excited to take another mobile
learning assisted course if the courses were relevant with
their learning need. However, the bigger constraint using
mobile learning is not easy for learners to access course
content. This finding is consistent with our system. This is
because our system does not provide the system which can
allow the learners to assess. The learners also said that
SMS is less exciting. It is because currently, related with
our research, we only send facts to our learners. In our
future plan, we plan put more fun elements like MMS,
GRPS and many more. The SMS features in the future
will have more desirable functions as it can perform bet-
ter. The more learners are recommended to use SMS, it
shows that more learners believe in the effectiveness of
SMS. SMS are identified as are an easy mechanism in
manipulation and navigation, ubiquity and instantaneous
response. Cooperation between mobile phone service pro-
viders has given a great impact on the SMS ease of use.
Perhaps, SMS in Universiti Sains Malaysia is in the early
stage of adoption. The benefits such as usefulness and can
help learners in their study would be the most important
drive of mobile learning and should not be unheeded in
the development of new functions and enhancement of
service features. It has some desirable functions that it can
perform the more they would use SMS in the future.
ACKNOWLEDGMENT
The authors would like to thank Universiti Sains Ma-
laysia for the support under RU grant and USM Fellow-
ship scheme.
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AUTHORS
Issham Ismail is with the School of Distance Educa-
tion, Universiti Sains Malaysia, Minden, Pulau Pinang,
11800 Malaysia (e-mail: issham@usm.my)
Rozhan M. Idrus is with the School of Distance Edu-
cation, Universiti Sains Malaysia, Minden, Pulau Pinang,
11800 Malaysia. He is specialized in Open and Distance
Learning Interactive Technologies and e-Learning (e-mail:
rozhan@usm.my).
Azidah Abu Ziden is with the School of Education
Studies, Universiti Sains Malaysia, Minden, Pulau Pinang,
11800 Malaysia (e-mail: azidah@usm.my)
Munirah Rosli is a student in the School of Distance
Education, Universiti Sains Malaysia, Minden, Pulau Pi-
nang, 11800 Malaysia and currently doing her master in
Educational Technology in Universiti Sains Malaysia. (e-
mail: munirahrosli@yahoo.com.my).
This work was under RU Grant 1001/PJJAUH/817015 supported in part
by the Universiti Sains Malaysia.
Submitted December 10th, 2010. Published as resubmitted by the authors
March 18th, 2010.
28 http:www.i-jim.org
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http://ifets.ieee.org/discussions/discuss_november2003.htm.l�
mailto:rozhan@usm.my�