Research Trends in Mobile Learning in Higher Education: A Review of 2011-2015
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Research Trends in Mobile Learning in Higher Education: A Review of 2011-2015. Presented at the ICDE Conference, October 2015.
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Research Trends in Mobile Learning in Higher Education: A Review of 2011-2015
- 1. 1 Research Trends in Mobile Learning in Higher Education: A Review of 2011-2015 Greig Krull & Dr Josep M Duart Universitat Oberta de Catalunya (UOC)
- 2. 2 • Increasing variety of wireless devices and technologies • Need to successfully integrate new technologies into higher education • Growing body of knowledge in mobile learning • Need to understand how the research field is changing Problem Image: Mobile Geräte
- 3. 3 Mobile Learning “any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies” O’Malley et al. (2005) Image: Google Nexus One with Evernote
- 4. Previous Studies: 2001-2010 Hwang & Tsai (2011) Hung & Zhang (2012) Wu et al (2012)
- 5. 5 of 20 Research Questions Question 1 What research methods have been used in mobile learning articles published from 2011 to 2015? Question 2 What are the research trends in higher education? Question 3 How do the findings relate to previous mobile learning reviews from 2001 to 2010?
- 6. 6 of 20 Methodology • Keyword • ERIC, EJS, DOAJ • >700 articles 1. Literature Search • Only higher education • 2011-2015 • Peer reviewed 2. Select Articles (244) • Bibliographic • Categories • Reviewed 3. Organise & Code • Content analysis • Compare to previous 4. Analyse
- 7. 7 of 20 Findings Research Categories Bibliographic Data Purpose & Theme Method & Design Discipline Population & Setting Device
- 8. 8 of 20 Country Frequency USA:43 CAN:14 AUS:15 TAI:23 UK:20 MAL:15 TUR:14SPA:13 SA:10 NZ:10
- 9. 9 of 20 Research Purposes Design a system Develop Theory Evaluate effectiveness Explore Potential Influence of learner characteristics Investigate the affective domain 19% 13% 30% 16% 9% 12%
- 10. 10 of 20 Themes 0% 5% 10% 15% 20% 25% User studies Tools & technologies Strategies & challenges Socio-cultural context Research methods & implementation Pedagogical approaches & theories Social media & user generated content mlearning: where to next & how? Learning analytics Learner mobility & transitions Innovative approaches In & across formal & informal settings Evaluation & assessment Applications & systems Cloud computing 9% 9% 10% 3% 8% 10% 10% 0% 0% 5% 5% 6% 3% 23% 2%
- 11. Case Study: 43% Design-based: 26% Action Research: 12% Survey: 40% Experiment: 32% Correlational: 24% of 20 Research Methods & Design Sequential Explanatory: 50% Sequential Exploratory: 25% Concurrent Triangulation: 21% Quantit ative 44% Qualita tive 46% Mixed 10%
- 12. of 20 Data Collection 14% 4% 19% 4% 8%7% 44% Assessment Document Review Interview / Focus Group Observation Process Data Product Data Survey
- 13. Domain/Discipline 37% 12%16% 1% 32% 2% Across Domains (Generic) Formal SciencesHumanities Natural Sciences Professions/ Applied Sciences Social Sciences Most Frequent Disciplines Languages (36) Education (32) Computer Science (27) Health Sciences (18) Business (15)
- 14. Setting & Population 10% 6% 38% 26% 9% 11% 0% 5% 10% 15% 20% 25% 30% 35% 40% Distance Field In & Out of Class Class Out of Class Not specified Faculty Students
- 15. 0 20 40 60 80 100 120 2011 2012 2013 2014 2015 Devices Images: Wikimedia Across Devices
- 16. Summary of Results • An expanding field with an increasing number of researchers across the world • Most studies are across specific disciplines General • Continued focus on the effectiveness of mobile learning, followed by system design Purpose • Primary data collection: 1) Surveys, 2) Interviews 3) Experimental data Design • Most studies focus across devices • Emerging technologies dominant, such as smartphones and tablets, reflecting changes in available technologies Devices
- 17. Q1: Where do you think mobile learning is headed? Q2: How will this impact you & your students? Final Thought… Image: Mobile learning smartphone
- 18. Questions This work is licensed under a Creative Commons Attribution 3.0 Unported License. gkrull@uoc.edu greigkr Greig Krull
- 19. • Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., … Hakan Aydin, C. (2015). Trends in Distance Education Research: A Content Analysis of Journals 2009-2013. International Review of Research in Open and Distributed Learning, 16(1), 330–363. • Hung, J. L., & Zhang, K. (2012). Examining mobile learning trends 2003-2008: A categorical meta-trend analysis using text mining techniques. Journal of Computing in Higher Education, 24, 1–17. • Hwang, G.-J., & Tsai, C.-C. (2011). Research trends in mobile and ubiquitous learning: a review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65–E70. • O’Malley, C., Vavoula, G., Glew, J., Taylor, J., Sharples, M. et al. (2005) Guidelines for learning/teaching/tutoring in a mobile environment. Project deliverable from the MOBILearn project. • Wu, W. H., Jim Wu, Y. C., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers and Education, 59(2), 817–827. References
Hinweis der Redaktion
- This study aims to identify emerging trends in mobile learning research in higher education to be able to provide insights for researchers and educators around research topics and issues for further exploration. This can help higher education policy makers in making decisions regarding technology and teaching and learning. Image: https://commons.wikimedia.org/wiki/File:Mobile_Ger%C3%A4te.jpg (CC-BY-SA) By IHIZ
- What do we mean by mobile learning? We follow this definition from O’Malley et al (2005) Image: https://commons.wikimedia.org/wiki/File:Google_Nexus_One_with_Evernote_for_Android_%284375773612%29.jpg (CC-BY-SA) BY Johan Larsson
- A) Hwang & Tsai (2011) studied research trends in mobile learning by reviewing 154 articles from 6 major technology-enhanced learning journals from 2001 to 2010. They found that the number of studies increased significantly over the period, higher education students were the most frequent learning populations and that most studies did not focus on a specific learning domain. B) Hung & Zhang (2012) examined mobile learning trends between 2003 and 2008 by using text mining techniques to conduct a meta-trend analysis of 119 articles. They similarly found that studies in mobile learning increased rapidly over that period and that many studies focused on the effectiveness of mobile learning but there was increasing focus on evaluation and systems development. C) Wu et al. (2012) recognised the value of these two studies but felt further examination was required of “research purposes, methodologies and outcomes”. They reviewed164 mobile learning studies published between 2003 and 2010. They also found most research purposes focussed on effectiveness and system design, but also found that surveys and experimental methods were the most used research methods and that research outcomes in studies were significantly positive
- Due to developments in technology, it is worth considering how the field of mobile learning research is changing and how these studies are applied in higher education specifically. This study aims to analyse the research topics, research methods and pedagogical approaches of mobile learning research in higher education, published from January 2011 to August 2015.
- 1) The search strategy was influenced by the studies of Hwang & Tsai (2011), Wu et al. (2012), Baran (2014) and Bozkurt et al. (2015). The starting point involved searching for a combination and variation of the keywords “mobile learning” or “m-learning” and in electronic academic databases as well as similar words: Educational Resource Information Center (ERIC), Electronic Journals Service (EJS) by EBSCO and Directory of Open Access Journals (DOAJ). 2) The results were filtered to show journal articles published between January 2011 and August 2015, in English, that were peer reviewed and aimed solely at the higher education level. Also only those available from institutional library or publically. 3) The 244 articles were collected and organised with the bibliographic data including article title, authors, journal, abstract, keywords and publication year. 11 additional categories related to the articles were coded, based on the studies of Hwang & Tsai (2011), Wu et al. (2012), Baran (2014) and Bozkurt et al. (2015). The categories were: (a) research purpose (b) research theme (c) conceptual and theoretical background (d) research method (e) research design (f) data collection method (g) target population (h) learning domain/discipline (i) learning setting (j) type of device and (k) country. Two independent researchers then independently confirmed the coding for the first six categories. Disagreements between the two coders were resolved through discussion and further review of the disputed studies. 4) Used content analysis to analyse the data. The results were then compared to the results of this study with three previous literature review studies (Hung & Zhang, 2012; Hwang & Tsai, 2011; Wu et al., 2012).
- The categories of findings relate to: (a) research purpose and research theme (b) research method, design and data collection method (c) domain/discipline (d) target population and learning setting (e) type of device.
- A total of 50 countries were represented in this study. Most: United States (43), Taiwan (23), United Kingdom (20), Malaysia (15), Australia, Canada and Turkey (14). Findings closely align to Hwang and Tsai (2011),the top three countries were the United States, Taiwan and the United Kingdom, total represented researchers from 25 countries. The frequency of papers in the sample increased for each year under study, except for the last. The reason for the lower figure in 2015 is due to the sample date ending in August 2015. The articles came from 79 different journals. This shows the frequency of articles from journals that have 4 or more articles in this study. Journal of Interactive Mobile Technologies, Computers & Education, AJET, BJET, IRRODL, ETS, Tukish Journal of Ed Tech
- Adapting the classification presented by Wu et al. (2012), each article was categorised according to purpose. A) Design a system: 19 % (designs frameworks or systems where the emphasis is on the development and presentation of solutions) B) Develop theory: 13% (create or promote new pedagogical approaches, models, theories or frameworks) C) Evaluate effects: 30% (investigates whether mobile devices can improve or enhance student learning) D) Explore the potential: 16% (explores how to use a new tool/technology could be used for learning) E) Influence of learner characteristics in the learning process 9%: (such as age, gender, ability, experience, learning style and culture) F) Investigate the affective domain: 12% (investigates the factors such as student motivation, beliefs, attitudes, perceptions and values) Findings are similar in that evaluating effectiveness was the most common method, followed by designing a mobile system.
- These themes were adapted from the International Conference on Mobile Learning Conference themes (http://mlearning-conf.org/). Studies covered a wide range of themes within mobile learning in higher education. The most common research theme was looking at the apps and systems (21%), strategies/challenges (10%),
- Researchers in mobile learning in higher education mostly conducted qualitative research (46%) or quantitative research (44%), with fewer studies employing mixed methods (10%). The most commonly used research design for qualitative studies were case studies (43%), followed by design-based research (26%) and action research (12%). The most commonly used research designs for quantitative studies were descriptive (40%), followed by experiment (32%) and correlational (24%). For mixed methods, the most common research designs used were sequential explanatory (50%) and sequential exploratory (25%). The quantitative method findings closely align to the findings of Wu et al. (2012). They found the most common methods to be experiments and descriptive research. However, the qualitative methods are different in that Wu et al. (2012) did not find case studies or action research or any other qualitative methods to be widely used.
- By far the most common method used was a survey (45%) followed by interviews/focus groups (19%) and assessments (15%). Studies employed between one and four data collection methods, with 53% of studies employing one method and 28% of employing two methods. The findings do align somewhat to the findings of Wu et al. (2012) in that surveys continue to be the most common format of collecting data. However, the present study results seem to indicate that a wider range of data collection methods were used 2011-2015 than previously
- We followed the discipline taxonomy used by Wu et al. (2012): 5 major categories of academic discipline: humanities, social sciences, natural sciences, formal sciences, and professions and applied sciences. The most number of mobile learning studies in higher education were across all disciplines (37%). I Remaining studies are classified according the taxonomy, the most frequently applied discipline professions and applied sciences (50%), followed by humanities (25%), formal sciences (19%), social sciences (4%) and natural sciences (2%). In terms of individual sub-disciplines, languages and linguistics were the most common focus (23%), followed by education (20%), computer science (17%), health sciences (10%) and business (9%). Findings closely align to the studies by Hwang and Tsai (2011) and Wu et al. (2012). Most studies do not focus on a specific discipline, but are generic or across disciplines. Thus it can be seen that mobile learning continues to be applied to any discipline or subject matter and that researchers from different disciplines can collaborate. In terms of sub-disciplines or subjects, the present study has similar findings that languages and linguistics, computer science and health sciences are well represented. In the present study, different to previous studies, education has become more of a focus for researchers.
- It was found that the vast majority of studies were aimed at students (79%). A few studies focused on faculty (11%) or a combination of both faculty and students (10%). Of the studies that focused on students, 103 studies focused on specific levels of studies with 81% studies focussed on undergraduates and 24% focused on postgraduate students. Most often research was carried out in both in class and out of class settings (38%), this was followed by research carried out in class settings (26%).
- As technology changes so quickly, it may be best not to invest in a specific device as mobile learning can take place across a multitude of devices. This result may also be indicative of the growing realisation of Bring-Your-Own-Device (BYOD). If one looks at the specific device trends, it is clear that mobile phones (including smartphones) are the most frequently used devices in studies (85). Tablets are also very frequently used in studies (42). For those studies that reported the specific brand of tablet, the Apple iPad was the overwhelmingly most used tablet brand. In terms of comparison with studies from 2001-2010, demonstrate the changes in available technologies since the study conducted by Wu et al. (2012). Mobile phones, however, are still the most common devices used in studies. An increasing number of studies have focused on the use and affordances of smart phones (for example, the use of specific apps) rather than basic phones and features (for example, text messaging). Some older technologies are in decline such as PDA devices. Images https://commons.wikimedia.org/wiki/File:Olive-pad-3g-tablet-300x240.jpg (PD) https://commons.wikimedia.org/wiki/File:Samsung_Galaxy_S_II.png (CC-BY-SA) By GalaxyOptimus https://commons.wikimedia.org/wiki/File:PalmPilot5000.jpg (CC-BY-SA) By Bluefish.As https://commons.wikimedia.org/wiki/File:Cell_phone_Sagem_my202X_ubt_vectorized.svg (CC-BY-SA) By Yellowhenry https://commons.wikimedia.org/wiki/File:Laptop_Gateway.jpg (CC-BY-SA) By Olimpiaionele https://commons.wikimedia.org/wiki/File:Nintendo-3DS-AquaOpen.png (PD) https://commons.wikimedia.org/wiki/File:Kobo_ereader_touch_black_front.JPG (CC-BY-SA) By Honza chodec https://commons.wikimedia.org/wiki/File:IPod-Classic-5thGen-White.jpg (PD)
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