JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN HUMANITIES AND SOCIAL SCIENCES
CONVENTIONAL LEARNING – THE PRIMARY MODE M-LEARNING – THE SUPPORTIVE MODE
SAMIR THAKKAR
Sr. Lecturer – Bachelor of Computer Applications, Sanskar Institute of Management and Information Technology KSKV Kachchh University
ABSTRACT: Mobile learning i.e. process of learning through mobile devices has been proving a powerful tool in pedagogy to communicate between a learner and learning materials. Mobile devices employ great advantages when using them in the process of learning. However these abilities of mobile devices are not strong enough to take place of conventional classroom learning. Some researches have been done on using M-Learning as a primary mode of learning for students but in fact the capabilities of mobile devices can be better utilized as supportive mode of learning The conventional learning system possesses certain strong features which make it the best mode of learning. This paper discusses the characteristics of conventional learning and explores the use of M-Learning as supportive mode of learning in education. The paper also focuses on the limitations of conventional classroom teaching and suggests improvements to overcome these limitations.
Keywords: Conventional Learning, M-Learning, Learning Modes, Mobile Devices, Classroom Learning
ISSN: 0975 –6701| NOV 09 TO OCT 10 | Volume 1, Issue 1 Page 15
JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN HUMANITIES AND SOCIAL SCIENCES
ISSN: 0975 –6701| NOV 09 TO OCT 10 | Volume 1, Issue 1 Page 15
JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN HUMANITIES AND SOCIAL SCIENCES
1. INTRODUCTION
We can not ignore the fact that the use of mobile devices especially mobile phones is increasing drastically. There are currently more than 3 billion mobile phone users worldwide (which were expected to happen by 2010) and the number is increasing with 1 billion mobile phone users each year [1]. A number of industries and companies are marketing their products and services on mobile phones as they are spread over large community of customers. Some of the organizations like traveling provide some value added services (e.g. confirmation of booking, greeting messages) on mobile phones. These facts convince us to use mobile phones and other mobile devices in the process of learning.
A number of researches have been done on using the mobile devices for education. Devender Singh and Zaitun A.B. (2006) showed how teaching can be conducted in a real time wireless classroom using mobile devices. They developed some applications to chat, perform group exercises and to conduct online test using mobile devices [2]. Sasa Divjak suggested an approach of electronic answering system where students in a classroom may submit their queries through their interconnected mobile devices to teacher’s computer. Teacher’s computer display is shown to the audience on a large screen. The students can answer to the presented question by means of their mobile phones connected to the computer via Bluetooth [3].
But these approaches are not strong enough to take place of conventional classroom teaching. It suggests improvements in the learning process but at the same time it has some weak spot. For e.g. one would prefer to ask queries directly to the teacher or his colleagues in a classroom instead of typing it on a small mobile device and submitting it to the teacher’s computer which is a time consuming process. It seems undesirable to use mobile devices for communication within a single room where face to face communication is possible. Of course, it adds value when using it in conjunction with conventional learning.
2. CONVENTIONAL LEARNING
If we see the history of conventional classroom learning, there have been subtle changes and is widely used mode of learning. One of the reasons may be the effectiveness of conventional face to face learning or may be we have not found a strong alternative yet.
Conventional learning has been dominant in learning activities. There is an argument that conventional learning is the best way in maintaining a learning process. Some professors and researchers believe that face-to-face instruction is able to convey the meaning of the lecturer. Conventional learning also gives more chance to students to meet their lecturer and discuss with them directly [4]. Moreover we should not forget the objective of learning that is “To make the students better understand the learning material”, which can be accomplished by conventional learning more effectively then any other mode of learning.
2.1 ADVANTAGES OF CONVENTIONAL LEARNING OVER M-LEARNING IN CLASSROOMS
Following are given some of the advantages of conventional learning over M-Learning in classrooms [4, 5].
· The biggest advantage is it is conventional. We are habitual to learn face to face.
· It allows us to include social aspects of learning. Some people learn best in groups, and learning in groups prepares you to work in groups. Some people need face-to-face interaction with the instructor and other students to learn. Conventional learning works really well for social learners.
· Instructors can convey their meaning effectively to learners.
· It is cost effective.
· It is not prone to technical errors as mobile devices do.
· It improves social relationship among learners.
2.2 LIMITATIONS OF CONVENTIONAL LEARNING
The conventional learning process has some limitations as mentioned below [2]:
· Poor interaction among students and lecturers during class.
· Learning is done in an asynchronous mode – i.e. lecturers actively presenting information and students passively observing.
· Not meant for individualized learning.
· Students get bore if the learning sessions are too lengthy.
· Students must keep pace with the lecturer.
· Student interaction is limited in a large classroom.
· Students sitting behind are not able to view what is written on the board or misinterpret it.
2.3 DIRECTIONS TO IMPROVE CONVETIONAL TEACHING METHODOLOGY
The limitations mentioned above shows that they are largely dependent on teaching and presentation skills of lecturer. It is likely that students can easily understand contents delivered by a specific lecturer but may not get anything when the same contents are delivered by some other lecturers. Thus presentation skills and interactive skills of lecturers are key factors. Following are suggested some significant improvements and directions to overcome the limitations of conventional learning [6].
· Lecturers should be enthusiastic about what he is saying to generate interest among students.
· A use of projector within classrooms improves delivery of lectures significantly. Students sitting in last rows would be able to see the projector screen appropriately as projector screen size can be adjusted.
· It is not desirable to put complex tables or figures and long lines of text on the projector screen and read them out.
· When showing visuals on the projector screen, give some time to students to take it in.
· It is desirable to start lecture with a brief of last topic discussed.
· Lecturers should try to involve students by asking them questions or responding to their reactions.
· A few funny statements on the subject would amuse the students and may increase their interest in the lecture.
· Key points must be emphasized by varying tone and pitch or repetition.
· More emphasis should be on practical and case studies.
· Lecturer should pay attention on his/her body language e.g. eye contact, gestures, posture, movement etc. as it plays an important role in the delivery of lectures.
3. M-LEARNING
Mobile devices especially mobile phones are coming out as powerful learning tools due to rapid development in mobile technologies and increased adoption of these devices. The youth, which is a large learning community, is expected to cross 500 million figures to subscribe for mobile phones in India by 2012. They spend 8 times more on mobiles than they do on music [7]. Thus mobile devices can play a significant role in facilitating the learners with learning materials.
Dr Tom H. Brown mentioned a premise for M-Learning in Africa that it is a supportive mode of education and not a primary mode [8]. The same holds true for other countries. The advantages of conventional learning over M-Learning mentioned before shows that learning through mobile devices in classrooms is not a good alternative of conventional teaching methodology. But M-Learning can play a significant role as supportive mode of learning. The characteristics of mobile devices especially mobile phones, which prove them as powerful supportive learning tool, are as follows[9]:
ISSN: 0975 –6701| NOV 09 TO OCT 10 | Volume 1, Issue 1 Page 15
JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN HUMANITIES AND SOCIAL SCIENCES
Property / DescriptionUbiquitous / Mobile phones can be carried anywhere, thus providing learning while moving.
Time Independent / Learners can learn anytime at their convenience.
Cost effective / Cost of hand held devices is reducing as technology grows.
Easy Content Management / Digital contents can be transferred easily to personal computers or to other mobile devices with USB, Infrared or Bluetooth technology
Available to all / Anyone can use it. They are not bound to specific community. Thus allowing learning material to be shared with anyone. This is in contrast to libraries where access to library is restricted to subscribers only.
Multimedia Supported / Learners can learn through audio or video materials
Web Enabled / Learners can browse internet for learning material
Computing Power / Recent mobile phones have considerable computing power enabling learners to perform their tasks quickly and efficiently.
Table1. Characteristics of Mobile Phones
ISSN: 0975 –6701| NOV 09 TO OCT 10 | Volume 1, Issue 1 Page 15
JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN HUMANITIES AND SOCIAL SCIENCES
3.1 THE SUPPORTIVE ROLE OF M-LEARNING
It’s time now to develop applications that improve learning experience through mobile devices. The following points describe how mobile devices can be used effectively to support learning process and suggest some futuristic approaches.
· Lecturers may distribute their assignments and other learning materials to students on their mobile devices.
· Lecturers may record their lectures and distribute it to students’ mobile devices so that students can refer to it repeatedly at their convenience. These audio/video recordings can help a lot to students who have missed lectures.
· Learners can easily share resources with each other.
· Applications can be developed to conduct tests through mobile devices. Such tests may be evaluated quickly.
· Faculty performance survey and other surveys can be conducted quickly and effectively.
· Information such as fees deadlines, reminders for renewing/returning library books, important announcements, etc. can be conveyed through SMS easily.
· Learning material formatted to support mobile devices (can be called m-Books)
can be developed. Learners can share such m-Books quickly and can read them at their convenience.
· Such learning can be done anytime and anywhere thus supports continuous learning.
· Instant access of mobile devices means that they are “at hand”, which allows students to engage in collaborative activities anywhere and anytime [10].
4. CONCLUSION
The conventional learning has certain significant advantages over M-Learning when it comes to classroom teaching. Though it contains some limitations but they can be overcome by improving interaction and presentation skills of lecturers rather then finding an alternative method of using mobile devices for classroom teaching which is costly and inefficient. On the other hand M-Learning can play an important role as supportive mode of leaning due to its mobility, supported formats of contents and an enormous adoption among students.
5. REFERENCES
[1]. Azuki Systems (2008), Mobilization of Internet Content, at http://www.scribd.com/doc/3816053/Azuki-White-PaperContent-Provider-Mobilization-of-Internet-Content1.html , accesses December 2008
[2]. Devinder Singh and Zaitun A.B (2006), “Mobile Learning in Wireless Classrooms”, Malaysian Online Journal of Instructional Technology (MOJIT) Vol. 3, No.2, pp 26-42
[3]. Sasa Divjak (2008), “Mobile Phones in the Classroom”, International Journal on Hands-on Science, Accepted October 9, 2008, at http://www.aect.pt/ijhsci/wp-content/uploads/2008/09/IJHSCI_P1_Short%20Communication_Divjak_P1_ONLINE.pdf , accessed March 2009
[4]. Amirrudin Kamsin (2005), “Is E-Learning the Solution and Substitute for Conventional Learning?”, International Journal of The Computer, the Internet and Management Vol. 13, No.3, pp 79-89
[5]. “Is Conventional Learning Better Than E-Learning?”, at http://www.continuingstudy.com/conventional-learning-better-than-e-learning.html, accessed March 2009
[6]. Dr Jagtar Chawla and Dr Anju Shagal Gupta, “”Skills Needed At The
Workplace – II”, IGNOU Publication, New Delhi, 2008
[7]. Mobile youth key facts (2008), findings from a research 2008, at www.mobileyouth.org , accessed December 2008
[8]. Dr Tom H. Brown, “Towards a model for m-Learning in Africa”, at http://www.up.ac.za/telematic/article.pdf, accessed March 2009
[9]. Samir Thakkar (2009), “M-Learning – Anyone, Anywhere, Anytime”, Proceeding of International Journal of Computer Applications in Engineering Technology and Sciences OR International Journal of Emerging Technologies and Applications in Engineering Technology and Sciences, 2009
[10]. Lasse Lipponen, “What are the benefits of mobile devices for learning?”, at http://www.eun.org/insight-pdf/ernist/Q1_2%20Long%20_answer_What_are_the_benefits_of_mobile_devices_for_learning.pdf , accessed March 2009
[11]. Robby Robson, Eduworks Corporatio, “Mobile Learning and Handheld Devices in the Classroom”, at http://www.eduworks.com/Documents/Publications/Mobile_Learning_Handheld_Classroom.pdf , accessed March 2009
ISSN: 0975 –6701| NOV 09 TO OCT 10 | Volume 1, Issue 1 Page 15