Steps suggested for educators to implement a mobile learning application into blended or hybrid learning

The findings of this research study conform to some of previous researches, which indicate that mobile learning is not for replacing the traditional classroom learning, but just for complementary. Therefore, this study suggests for educational institutions to have a blended or hybrid learning to utilize a mobile learning application such as MOBIlearn2 with the conventional classroom learning methods in effort to increase the impact and quality of learning. To implement effective blended or hybrid learning however, mobile devices and applications should support it. As reported by Farley et al. (2015), 87% of students were in favour of using their mobile devices to support their learning either in class or at distance. They would appreciate more interactive learning activities in class or via mobile devices that would enable them to experience real world problems related to their studies.

For that purpose, it is believed that the institutions could follow a series of steps as implemented in the previous generations to embed technology into mainstream education as pointed out by Bachmair and Pachler (2015) with reference to earlier work by Cuban (2001) and Lomicka (2003). The steps to introduce a mobile learning application into blended and hybrid learning are described as follow:

1. Entry

It is found that participants of the case studies in this research project used latest mobile device technology and application. For instance, there was a participant who used a Samsung Galaxy Note 10 and another participant who

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used a Samsung Galaxy Tab 2 tablet in the first case study that host latest Android operating system and application. Therefore, instructors need to get familiarized with the latest mobile learning application and devices as the new mobile technology innovation is becoming more sophisticated. Importantly, they need to know how to use the advanced learning application and operate the device so that it could be appropriately utilized for educational learning contexts. To achieve this condition, technical training could be provided for all instructors in this stage.

2. Adoption

As found in this research project, most of the participants in the case studies brought their own mobile phones and installed the MOBIlearn2 application on those devices. This indicates that the participants were really interested to use their own mobile devices for the learning activities. Hence, the instructors should provide some demonstration and explanations on how to use a mobile learning application in blended or hybrid learning approaches. This is to ensure the learners to understand how to use the learning application properly so that it could effectively support their learning activities, instead of distracting them from concentrating on the lesson especially in formal and non-formal contexts.

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3. Adaptation

As demonstrated in the formal and non-formal case study, the participants used the MOBIlearn2 application to collect, store and retrieve their learning resources across contexts. This data reveals that a mobile learning application is a good tool to implement blended learning in educational institutions. In blended or hybrid learning, the traditional learning approaches to instruction are maintained but some class time is allowed for the learners to use mobile learning application for homework and daily learning activity. The adaptation of the blended or hybrid strategy is important in order to see how they could bridge the learning across different contexts with the support of the application.

4. Appropriation

This research project finds that the appropriation use of a mobile learning application is a very important factor to ensure rich learning experience for learners. This data reveals that designing an ideal mobile learning application that suits every context needs an iterative approach. The instructors therefore need to regularly integrate the mobile learning application into the curriculum. They have to monitor how the learners use the application, customize the application according to the learning activities and learner needs, detect any issues that need to be addressed and maintain the learning effectiveness with the support of the application.

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5. Invention

It was found that the requirement of the participants increases after each case study. For example, some participants requested to have a function to annotate a picture after the first case study, whilst other participants requested to have a sketching tool after the first evaluation of MOBIlearn2 application in the second case study. Given that reason, the instructors have to collaborate with mobile application designers to help them to keep inventing new features in order to meet new demands of learners. They also need to find new ways to connect learners with learning tasks and use project-based and interdisciplinary approaches to instruction. It might be an improvement in terms of method, practice or process to achieve better learning output or quality in education.

By implementing the previous steps, it is believed that educational institutions can make sure that pedagogy is driving the use of mobile application technology instead of the opposite. To be effective however, institutions are going to have to rely on students’ own devices, as they will not be able to afford to provide special equipment for every student (and the students will not want to carry an additional handset when they have one already). This means that the application must provide all the functionality needed for all the different types of learning. Having everything in one place with a common interface makes it much easier to use.

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