Contribution of This Study and Recommendations for Future Research

is one of the largest, oldest, and most structured industrial training contexts, and in filling the theoretical gap in the literature about the role mobile technologies can play in developing vocational and job-related skills. More importantly, the scope of this study and the findings generated from it makes it stand as a reference for any organizations thinking of creating a M-Learning environment; especially through the representation of the dynamics, aspects and features of M-Learning environments introduced in this study. In this respect, this research makes the following contributions to the theory of mobile learning and to VTET

5.6.1. Contributions to the Literature on M-Learning:

The following are potential contributions to the literature on M-Learning at VTET and/or other contexts:

➢ Extending the theory by investigating the role of M-Learning in developing key employability and job-related skills at industrial training contexts

The original contribution of this thesis is extending the theory and practice of M- Learning in industrial training programmes; especially with regards to the development of vocational and employability skill. This study has paved the way towards more in-depth exploration of the role of mobile devices at vocational and industrial training institutes.

Moreover, this study highlighted some future directions for research into the use of mobile technologies for the development of the above skills at industrial training environments. It would be interesting to see if the results of this research were similar at other environments which offer different businesses, rather than the oil and petro- chemical business. Perhaps a cross-discipline or specialization study to identify which skills may be more impacted by mobile technologies can be recommended.

➢ Extending the theory by identifying the key dynamics and features of M- Learning environments

This research also contributes to current knowledge by identifying some of the key dynamics and features of M-Learning environments at industrial training contexts. These dynamics and features include the emerging behaviours of trainees, the new forms of communication and types of interaction, and the models of learning and

engagement. These are all results of the ongoing tension and interaction between the main aspects of the adapted LDSC Frame Model For M-Learning; namely, the learner, device, social, and content aspects. These aspects overlap and intersect at multiple levels and layers and, as discussed earlier, the primary intersection defines an ideal mobile learning situation and can be utilized as a guide model to design more effective mobile learning experiences (Koole, 2009a).

In light of this, it would be interesting to see if the adapted LDSC Frame Model For M-Learning is applicable in other contexts of research, and whether it can lead to an identification of similar dynamics and features of M-learning environments.

➢ Extending the theory by discussing multi-tasking and the different types and sources of distractions at of M-Learning environments

This research added to the academic discussion on multi-tasking and the different types and sources of distractions at M-Learning environments and the potential solutions to control them (Mingyong, 2015; Lee et al., 2012; Kirschner & Karpinski, 2010; Fox et al., 2009; Fried, 2008). It showed that distraction in M-Learning environments may appear due to various reasons which include learner’s inclination to switch to social media and non-standard applications (Gikas & Grant, 2013), overwhelming learners with too much information and abundant resources (Chen et al., 2008), lack of standardization in learning aids and resources which have conflicting information, and lack of effective engagement with the learning materials. It has also been discussed that distraction may mean something else by learners. They may find more interesting ‘learning attractions’ somewhere online away from the prescribed lessons. Also, distractions may be used as a means of availing mental breaks that can refresh learners’ minds or abolish feelings of boredom and demotivation. Finally, three methods of controlling negative aspects of distraction have been identified: Instructor Monitoring, Monitoring Applications, Trainee Self- Monitoring (Henderson & Yeow, 2012; Toshalis & Nakkula, 2012; Fang, 2009).

I think these arguments need further in-depth exploration; especially with regards to the different types of distractions, recommended control techniques, and the concept of learning distractions versus learning attractions.

➢ Extending the theory by discussing the emerging roles of instructors at M- Learning environments

Another contribution of this study is the discussion of the emerging roles of instructors at M-Learning environments and how the adoption of mobile devices may require a change in the instructors’ positions inside the classroom. It has been argued that instructors are moved more to the back of the classroom where they have to teach more from behind the trainees or at least from a shoulder-to-shoulder position in order to see the screens of his trainees’ mobile devices. Instructors’ suspicion about trainees’ engagement with distractions, passing answers of exercises and quizzes, and turning screens into an idol mode have all been reported as major incentives for

instructors to change their positions. Thus, instructors’ role as a monitor of the learning process has been more emphasized at M-Learning environments (Nedungadi & Raman, 2012; Shih, 2011). Moreover, it has been argued that utilizing the features and resources of mobile technologies to positively impact learning may require a more complex and emerging role of instructors at M-Learning classes which is the selector role. Instructors have to be equipped with the right knowledge and skills of how to guide learners’ selection of learning tools and applications, and yet remove distractors in a way that ensures maximum and effective utilization of mobile devices and the opportunities they can provide (Toshalis & Nakkula, 2012).

In light of this, it would be interesting to see focused studies on the changes of instructors’ roles and positions in M-Learning classes and how they may impact the learning process and types of interaction inside the classroom.

➢ Extending the theory by discussing the types of interaction at M-Learning environments

Another contribution of this study is the discussion of the types of interaction at M- Learning environments. It has been proposed that there is an increased level of physical isolation in comparison with an increased level of virtual connection (AlHajri et al., 2017; Hsu & Lin, 2017; Kim et al., 2016; Nie, 2015). Thus, it has been argued that instructors’ perceptions that learners are interacting less, the thing which they base on the fact that trainees are more isolated and mostly silent, is not very accurate. Trainees are certainly doing a lot of synchronous or asynchronous forms of interaction and communication (Gikas & Grant, 2013; Ozdamli & Cavus, 2011; Chen et al., 2003). Hence, it can be argued that mobile devices change the physical ways of interaction; and thus, instructors not only need to change their perceptions of what interaction is, but also revise their curriculum to adopt these changes.

In this respect, I think it would be valuable for educators to investigate how these alternative types of interaction and communication impact learners’ engagement and what role they play in developing independent and lifelong learning.

5.6.2. Contributions to the Literature on VTET

The following are potential contributions to the literature on VTET:

➢ Extending the theory by identifying a set of key employability and job-related skills at industrial training contexts

A key contribution of this thesis is extending the theory and practice of VTET by identifying and exploring the key employability and job-related skills; specifically, safety skills, teamworking, cooperation, and collaboration skills, craftsmanship skills, creativity, problem solving and critical thinking skills, presentation skills, communication skills (verbal and written communication), independent learning, self-

development, and lifelong learning skills, searching skills, information and communication technologies (ICT) Skills, and Typing Skills (Ng et al, 2016; Ricky & Rechell, 2015; Lucas, 2014; Liu et al., 2010). These skills have been identified through the literature review and from the professional practice at the context of this study.

In this respect, it would be interesting to see if researchers at other contexts would agree on this list of skillsets or add further to it.

➢ Extending the theory by discussing the role of interactive digital content and learning materials on the development of the required employability and job- related skills.

Another key contribution of this thesis is extending the theory and practice of VTET by identifying and exploring the role of developing a digital content and other interactive learning materials specifically designed to help trainees develop the required employability and job-related skills. It has been argued that such interactive learning materials have the potential to create ‘safe’ learning experiences simulating hazardous work environments, help trainees to visualize the internal part of running equipment and machines, simply complex industrial processes, and increase trainees’ retention of processes and work requirements. In this respect, it would be interesting to see if other researchers would confirm these findings in their research at other contexts.

➢ Extending the theory by introducing a discussion on the conflict that may arise between training in smart, up-to-date devices at M-Learning environments versus traditional style working environments

This study highlighted that M-Learning environment developers have to reconsider the specific work practices that are still done in a very traditional style when designing mobile training programs. The chasm between advanced training versus traditional working environment may cause dissatisfaction, inefficiency, or frustration to notice employees (Ng et al., 2016; Ricky & Rechell, 2015).

In this respect, a further investigation on the technical and job-trade quality and orientation of novice employees who graduate from M-Learning program may help to identify if there is a negative impact on their job performance and satisfaction as a result of the different specific work practices which are still done in a very traditional style versus the training programs which are smart and digital.