Potential Enhancement at Mobile Learning Environment

In addition to the common technical limitations of mobile technologies such as poor network connectivity, battery life and battery charging, and impact on health; especially eyes, there are some other key areas for improvement; especially with training programs that offer its complete curriculum on a digital content. There are other shortcomings related to trainees’ orientation and digital awareness, and paradigm conflict between advanced training versus tradition work practices.

4.3.1. Content Design Enhancement

Study participants and program evaluation documents confirmed the appropriateness of the learning content, iBooks, in terms of design and selection of learning materials. The content was designed based on learner-centeredness and in a way that ensures an active role of the learner. However, study participants have confirmed that the content needs some further enhancements in order to optimize its design and shape, and the following is a list collected from the research participants:

• Spelling mistakes, videos that do not work, and videos that give wrong information have to be fixed.

• Incorrect answers to some exercises have to be corrected.

• Inaccurate information or incorrect sequence of processes must be fixed. • The iBook should have the ‘annotate’ feature in all its parts.

• Font type, size, and colour have to be re-evaluated and standardized. • Highlighting text in different colours has to be enabled.

• More details, more exercises, and more multi-modal materials have to be incorporated.

• Teachers’ guide and answer sheets should be provided in order to avoid conflicting feedback and information from different instructors and to avoid uncertainty of teachers’ answers.

• Compatibility between different file formats on the iBook should be ensured to avoid crashing and freezing of the iBook application.

• Print-view and file transfer to a PDF file format should be enabled for major processes and instructions.

• Individual trainee’s auto backing-up of the iBooks to an online drive should be enabled in order to avoid loss of notes and data when having to format the iPad or obtain a new one.

• Adopting handwriting and handwriting recognition applications would be useful to improve hand writing.

4.3.2. Orientation and Digital Awareness

Although study participants highlighted the importance of sharing information and documents as part of the corporative and collaborative learning processes, malpractices such as cheating during quizzes and exercises by passing screenshots of answers have been highlighted. Proper and continuous trainee orientation on the danger of doing so as well as installing control applications is required. Instructor 8 from PCSTU elaborated on this: “I have to be extra vigilant and create different questions for my quizzes because if you are giving them collective questions, they may copy and cheat by just sharing screen shots of their answers with their friends”.

From another perspective, trainees need to know what they can do to protect themselves when online. They spend most of the time engaged with their devices, and thus may be inclined to expose personal or confidential information due to lack of awareness. Instructor 10 from the Academic Section elaborated on this:

We have to show trainees how to protect themselves from hackers, phishing, and viruses. We should teach them about the dangers of providing personal information or passwords to anyone on the Internet. Likewise, we have to teach them about the ‘digital law’: the rights and responsibilities governing technology use, and copyright issues.

4.3.3. Conflicting Paradigms: advanced training programs versus traditional work practices

A final area of improvement for consideration for M-Learning developers is to rethink the proper preparation of graduates with regards to specific work practices that are still done in a very traditional style. Trainees are being trained with simplified models and materials that are based on various modalities and color-coding techniques; things which may contradict with traditional workplace practices. This may cause frustration, mistakes, and delay; especially, for new graduates. Program developers have to think carefully of linking the learning practices with the workplace requirements. Instructor 4 from MTU gave the following example:

We are training trainees on more advanced and better skills; however, when they go to their organizations, they may have to complete and read technical information on old-looking sheets. Now

information is simplified, classified and added lots of colours, 3-D models, graphics, but this is not the same with the old archives at work. Trainees may find it challenging to revert to the old paper- based technical drawings and text.

4.4. Summary

In this chapter, I introduced the findings of this study based on the research questions, which are: To what extent and how can mobile devices play a role in developing employability and job-related skills for trainees at an industrial training workplace? and What are the key aspects, dynamics, and features of M-Learning environments at VTET contexts? What are the potential enhancements of M-Learning environments at VTET contexts? The data collected for this study showed that mobile technologies may play an important role in the development of trainees’ employability and job- related skills which include:

➢ Safety Skills

➢ Teamwork, Cooperation and Collaboration Skills ➢ Craftsmanship Skills

➢ Creativity, Problem Solving, and Critical Thinking Skills ➢ Presentation Skills

➢ Communication Skills (Verbal and Written Communication Skills)

➢ Independent learning, Self-development Skills, and Lifelong Learning Skills ➢ Searching Skills

➢ ICT Skills ➢ Typing Skills

In addition, the data indicated that there are unique aspects, features, and dynamics that distinguish mobile learning environments, and which act as a medium for the development of these skills. Finally, it generated some potential enhancements that can further improve M-Learning environments at VTET contexts.

5. Chapter 5: Discussion and Conclusion