Risks and Opportunities in Adopting Mobile Learning for Secondary Education Institutions - Research Proposal Example

RISKS AND OPPORTUNITIES IN ADOPTING MOBILE LEARNING FOR SECONDARY EDUCATION INSTITUTIONS Introduction Mobile learning refers to provision of education and learning with the help of mobile phones (Osang et al 2013, p. 1). The focus of mobile learning is on mobility since mobile learning is achieved by use of mobile devices and wireless communication (Osang et al 2013, p. 1). Interest in mobile learning has increased dramatically in the last few years within developed countries because of the fast developments in mobile technologies, wireless networks, as well as specifications of current mobile devices (Almarwani 2011, p.2). Basically, today’s mobile phones carry powerful functions similar to personal computers. In Saudi Arabia, the adoption of new technologies is growing considerably. Mobile learning is an up-and-coming technology to support education and it is perceived as a promising tool that can come up with new innovative practice within the education sector (Chambo et al 2013, p. 1). While studies show that there are various negatives and positives of using mobile learning, people are beginning to accept using mobile phones in education even in secondary institutions (Osang et al 2013, p. 3). Accordingly, there is a need for a study that explores risks and opportunities for learners and their educators’ perceptions on mobile learning. The views of learners and educators remain essential in the adoption and usage of mobile learning since it affects leaning and teaching as well (Walker 2013, p.2). Significance of the Study The information from this study will be important to all education stakeholders since the information can be useful in assessing the risks and opportunities allied to adoption of mobile learning in secondary schools and help in eradicating the risks and exploiting the opportunities to improve the quality of education. Other stakeholders from other learning institutions planning or are implementing mobile learning will also benefit from the study. Academically, the proposed study is anticipated to contribute to the existing knowledge and literature in the field of mobile learning and how it influences quality education (Cui & Wang 2008, p.8). Additionally, this study will be a basis for further research. Statement of the Problem There is a crisis in Saudi Arabia’s teaching and learning development systems. First, there is shortage of teachers with the ability to deliver quality teaching and learning in a 21st century educational context (Al-Said 2015, p.5). Additionally, due to economic development in Saudi Arabia, the number of secondary pupils has gradually increased and this further worsens educational development in Saudi Arabia (Almarwani 2011, p.3). Various interventions such as mobile learning can tackle these challenges. Mobile learning has been adopted in various countries like USA, Britain, Japan etc. In Saudi Arabia, little is known regarding mobile learning in spite of readily availability of mobile phones to almost everybody including secondary students in the country (Chanchary & Islam 2009, p.6). Literature Review According to Mohamad & Woollard (2012, p. 3) there are various opportunities associated with mobile learning. Mobile learning facilitates mobility in education where students are able to access their lessons nearly everywhere and at any time (Mohamad & Woollard 2012, p. 3). This is supported by Al-Said (2015, p.3) who explains that using mobile devices to teach, learn and train enable learners and teachers to constantly access leaning materials, anywhere anytime and also enable teachers and students to easily deliver homework tasks constantly without any interruption. This is because mobile learning can occur everywhere, every time be it in a bus, home, day, night etc because mobile devices are light to carry when compared to books, papers and even computers (Al-Said 2015, p.3). Saleem (2011, p. 5) explains that mobile technology enables introduction of bite size lessons which complements students’ hectic lifestyle. Bite size lessons result from break down of huge and more intricate teaching materials into smaller portions (Mohamad & Woollard 2012, p. 3). Mobile phones can aid learning by offering learners with bite size lessons that they can study within shorter time durations. For instance, even when travelling students can easily access study notes through their mobile phones (Mohamad & Woollard 2012, p. 3). Al-Said (2015, p.5) further explain that owing to the services of portable mobile devices and their applications in learning, mobile learning offers fundamental services and possibilities like basic communications between students using Wi-Fi or Bluetooth as well as sending and receiving messages. This is in line with Mohamad & Woollard (2012, p. 3) who provide that mobile learning provides push system within delivery of learning materials. Consequently, push system encourages students to have regular study time particularly for students who do not have motivation to learn, are disorganized or with conflicting pressures. Similarly, Shuler (2009, p.8) emphasizes that mobile learning facilitates personalized learning experiences since mobile devices support differentiated, autonomous, and individualized learning (Shuler 2009, p.8). According to UNESCO (2012, p.10) mobile learning helps teachers in doing difficult jobs better by supporting their daily work within classrooms and by providing new openings for professional development. The availability of online content which can be accessed easily using mobile devices enable teachers to access immense array of educational materials and information for supporting and supplementing classroom instruction (Oyaid 2012, p.25). Secondly, mobile phones facilitate enhanced administrative between schools, students, teachers as well as parents. Lastly, mobile phones can improve professional development of teachers by supporting mentoring and supervision for teachers for junior teachers and through facilitating participation of teachers in online professional communities (UNESCO 2010, p.10). However, as studies indicate, mobile learning comes up with several risks. As Osang et al (2013, p.8) indicates, mobile learning might add complexity to teaching. This is because teachers are forced to also focus on course website, learning the new technology and classroom technology. Additionally, mobile technology adds an extra layer of intricacy and preparation and may also encompass repackaging course content to fit mobile devices (Osang et al 2013, p.8). Another risk is that mobile learning may lead to students joining negative groups which may be a threat to learners’ safety (Osang et al 2013, p.8). Göksu & Atici (2013, p.5) emphasizes this in that mobile learning has been associated with cyber-bullying. For instance, there are cases of pupils who have been bullied through internet and text messaging in several schools (Mulhim 2014, p. 4). Research Question, Aim and Objectives Research Question From an educator’s perspective, what are the possible risks and opportunities that come with the successful adoption of mobile learning in secondary institutions? Aims and Objectives General Objectives To investigate the effect of risks and opportunities on mobile learning adoption in secondary institutions Specific Objectives 1. To determine the benefits of adopting mobile learning in secondary schools 2. To determine the risks that result from adopting mobile learning in secondary schools 3. To establish the opportunities that are emerge from adoption of mobile learning in secondary schools 4. To determine the influence of mobile learning on the quality of education in secondary schools. Research Methodology Study Design The study will use an exploratory cross-sectional design because it will investigate risks and opportunities in adopting mobile learning for secondary education institutions. The exploratory element will be extremely instrumental in collection of statistical information of the risks and opportunities associated with mobile learning. This research design is considered suitable since the study deals with several members in a population and it is impossible to study the whole population and thus sampling will be done to come up with generalizations and inferences on the whole population. Because the study is cross-sectional and will be carried out at one point in time, maturation factor will not affect the study since there are no changes likely to occur during the study time (Li & Zhao 2008, p.24-25). Study Population The population of this study will be drawn from various secondary schools in Riyadh area as listed in the records from ministry of education, Saudi Arabia. Sampling Sampling will be done through convenient sampling and it will consist of thirty (30) secondary schools in Riyadh area. The 30 schools will be selected from a sampling frame of all secondary schools in Riyadh area. This sample will be adequate to represent the population since it represents a significant percentage of secondary schools in Riyadh area. Data for the study will come from self-administered questionnaires that will be distributed to the 30 secondary schools. In every school, one questionnaire will be administered to the Head teacher, another for the teacher in charge of ICT in schools. This means that the expected number of questionnaires will be 60.The questionnaire will be delivered personally to the study participants. Data Collection Methods and Instruments Collection of the primary data will done using semi-structured questionnaires. The rationale of using semi-structured questionnaires is that there will be open ended question meant to obtain qualitative responses regarding the views of respondents while closed ended questions will obtain quantitative data for statistical analysis. The questionnaire will have four sections. Section A will deal with general information of the study participant and the secondary institution. Section B will seek information on the extent of mobile learning adoption in secondary institutions within Riyadh area. On the other hand, section C will seek information on opportunities associated with adopting mobile learning in secondary institutions while section D will seek information on the risks associated with adopting mobile learning in secondary institutions in Riyadh area. This will be in line with the aim and objectives of the study. Piloting of the questionnaire will be done to help in identifying any ambiguous and unclear questions (Grimus, Ebner &Holzinger 2014, p.5). The questionnaires will be dropped in the respective schools and picked later for analysis. Data Analysis Methods SPSS (Statistical Package for Social Scientists) will be utilized in data entry as well as statistical analysis to determine the risks and opportunities associated with adoption of mobile learning in secondary institutions. Other pertinent software such as MS Excel will be utilized in determining descriptive statistics of the study. Descriptive statistics as well as inferential statistics will be used in analyzing the results. Specifically, descriptive statistics will be utilized in providing an overview of the data that will be used in determining the risks and opportunities associated with adopting mobile learning and also chi-square and Pearson’s correlation test which will be utilized in measuring the strength of the association and relationship between the variables (Kloman 2008, p.44). Mechanisms to Assure the Quality of the Study The study will be piloted to ensure clarity and reliability since instrumentation can impact the study because of ambiguity of the questionnaire (Kloman 2008, p.45). It will be ensured that different types of teachers (head teacher and ICT teacher in all schools) are included within the sample to guarantee heterogeneity of the study sample. This is because statistical regression might impact the study, for example many score on risks and opportunities associated with adoption of mobile learning by head teachers and ICT teachers may be either very low or very high and this can lead to regression towards the means (Li & Zhao 2008, p.25). There may be bias during selection of secondary institutions and hence the selection factor might impact the internal validity of the study due to convenience sampling. This will be overcome by conducting a pilot study which will enable basic data and trends on the study to be obtained. Additionally, attrition factor may affect the internal validity of the study in case some of the study participants withdraw from the study. To overcome this, distribution of questionnaires will be done to selected study participants. Moreover, since the study will use cross-section design, attrition will not be a big risk to internal validity. An interaction of various factors may affect the study and seemingly three factors that might affect the study include; i.e. Instrument, Statistical regression and Selection. Therefore, attention will be given in the analysis phase where piloting of the study will be done to ensure content and face validity. Ethical Issues Virtually any research project involves questions of ethics like obtaining informed consent, access, respect, confidentiality as well as protection of data (Kloman 2008, p. 35). Therefore, informed consent will be sought from head teachers and other study participants before conducting the research. Additionally, permission will be sought from the relevant authority before carrying out the research. Lastly, for confidentiality purposes, a password will be created so that only individuals doing the research can access the data (Kloman 2008, p. 35). Study timeline TASK Year 1 Year 2 Year 3 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Preparation of questionnaires, study materials and ethical approval. Pilot Study Filed work and data collection Data analysis Write up and publications Defend and graduate Conclusion Mobile learning is provision of education using mobile phones. Available literature and studies show that mobile learning has various impacts. For instance, with mobile learning students are able to access their lessons anywhere and at any time and also mobile learning allows easy collaboration between students. For teachers, mobile learning enable them do difficult tasks better since it supports their day-to-day activities in classrooms and by providing teachers with new openings for professional development. On the other hand, there are various risks associated with mobile learning such as cyber-bullying. Therefore, it is important to carry out the study and asses the risks and opportunities. The study will use an exploratory cross-sectional design because it will allow collection of both statistical and descriptive data. The study population will include a sample of secondary schools in Riyadh area. Data collection will be done using semi-structured questionnaires and SPSS (Statistical Package for Social Scientists) will be used to analyze the data. Various measures that will be used to assure quality of data will include piloting the study and ensuring heterogeneity of the study sample. References Almarwani M. (2011). ML for EFL: Rationale for Mobile Learning. UK: University of Lincoln. 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