Supports/guides Followed by Social Constructivist Theory
Quinn’s four Cs of mobile capabilities (Quinn, 2011a)
98 Summary
The main aim of this chapter was to present the relevant concepts and theories of mLearning to guide in the development of the model in view of mLearning incorporation in formal learning as a support to undergraduate English Language learning needs. Specifically, the theories were adopted to guide in determining the appropriate mLearning activities and integrating the activities as elements in the development of the model. This chapter began with mLearning in formal education in general to provide an overview on how it has transformed formal learning based on past and existing mLearning initiatives and implementation. This was to provide an overview of the role of mLearning in formal education on how mLearning could aid the present generation of students. The discussion was further supported by past and existing mLearning initiatives in mainstream education of developed countries in an attempt to justify the feasibility of the study in employing mLearning as support in classroom learning.
The second part of the literature review discussed the concepts and definition of mLearning. General discussion into concepts and definitions of mLearning were narrowed down to ascertain relevant concept and definition in the focus of mLearning as a tool to augment formal learning to support undergraduate language learning needs. This led to the discussion on the theoretical framework of the study. As theoretical framework of the study, based on learning through interaction, Vygotsky’s zone of proximal development (ZPD), a social constructivist learning theory was adopted to describe how learners could meet their individual learning needs through the interaction process via technological media (mobile devices) with the help of more capable peers. Consistent to this theory, scaffolding theory, a language learning theory was adopted too to specifically theorize how language learners could be assisted to fulfill their language learning needs through scaffolding via technology and capable peers or
instructors. Theoretical framework of mLearning implementation was also presented in the chapter. In this section, transactional distance theory, Park’s pedagogical framework for mobile learning, the SAMR model, and Quinn four Cs of mobile capabilities were adopted and presented to frame and describe the selection of mLearning activities for the model. Finally, based on the above discussions, a conceptual framework for the development of mLearning implementation model for undergraduate English Language learners was presented in the final part of this chapter.
100 CHAPTER 3
METHODOLOGY
Introduction
This chapter describes the methodology and procedure applied in the development of mLearning implementation model for undergraduate English Language learning. The main bulk of the methodology centers on the experts panel participation in the interpretive structural modeling session to assist in the development of the model for this study. The chapter also presents the discussion on the past and present use of the interpretive structural modeling as well as how the panel of experts is selected, use of instruments and analysis of data.
Method of the Study
The focus of this research is the development of mLearning implementation model of English Language learning for undergraduates. The development of the implementation model was based on the integrated views and opinions of panel of selected experts. The study adopted the SAMR model, Quinn’s four Cs of mobile capability model, and Park’s pedagogical framework for mLearning as theoretical framework for the development of the mLearning implementation model as presented in Chapter 2. Based on the focus of the study, the elaborated objectives as discussed earlier on Chapter 1 (pp. 17) are as the following:
1. To identify the needs of mLearning implementation model for Professional Communication Skills course at undergraduate level based on students’ views.
2. To develop the mLearning implementation model for Professional Communication Skills course based on experts’ opinion and decision.
3. To evaluate the mLearning implementation model for the Professional Communication Skills course.
Consequently, the study employed the design and development research approach (Richey & Klein, 2007) to develop the mLearning implementation model for undergraduate English Language learning. Design and development research method was formerly known as developmental research (Richey, Klein, & Nelson, 2004). The research method was introduced to test theory and validate its practicality (Richey & Klein, 2007). However, the method was also employed to design and develop interventions such as programs, instructional and learning strategies, products, and systems to overcome complex educational problems and to understand further the characteristics and processes of the interventions’ design and development (Plomp, 2007). This rationalizes the use of the research method in this study to satisfy the aim in the design and development of the mLearning implementation model. The model was aimed at supporting formal learning practices to improve undergraduate English Language learning. This is consistent with Wang and Hanafin’s (2005) view that the method is flexible but systematic which could be employed to improve educational practices.
In terms of the procedure used in the research method, Richey and Klein (2007) described the ability of the method to develop new procedures, techniques, and tools based on identified needs analysis. Consistently, Seels and Richey (1994, p. 127) explained that the method involves a systematic study of designing, developing and evaluating instructional programs, processes and products that must meet the criteria of internal consistency and effectiveness which are particularly important in the field of instructional technology. Wang and Hanafin (2005) added that the method involves
102 iterative process of needs analysis, design, development, and implementation of interventions. Based on these descriptions, the study was conducted in three phases: analysis, design and development, and evaluation.
Briefly, Phase 1 was the needs analysis phase in investigating the need for a support to students’ language learning needs. It was also important to probe into their acceptance and readiness to use mLearning to accommodate their learning needs in coping with their language communication skills course. The findings of this phase formed the basis for developing the implementation model for mLearning as a support to the students’ language learning needs. Phase 2 was the design and development phase for the implementation model. A panel of experts was selected to assist in the model development. In view of integrating formal learning, informal learning, and social learning, the experts identified the appropriate mLearning activities and how the activities could be connected in the model to form a holistic guide in implementing mLearning in formal language learning. Phase 3 was the final phase where the model was evaluated by experts. In the subsequent sections, the purpose, selection of samples, instruments used, and procedure for data collection are further elaborated for each phase as different methodologies were employed. The justifications of the methods used are also presented.