FROM ELECTRONIC TO MOBILE LEARNING
How to Make the Most of Existing e-Learning Materials in Wireless Environment
Vladlena Benson
Kingston University, Kingston upon Thames, UK
Shafiiq M. Gopee
Middlesex University, London, UK
Keywords: M-learning, e-Learning, Wireless Technology, Wireless Devices; Learning Objects, XML Metadata.
Abstract: Continuous advancement of mobile devices and wireless communication technologies can be successfully
utilized to complement face-to-face and blended learning methods. In the recent years various educational
software systems have accumulated a wealth of learning resources. Proliferation of mobile devices offers
new ways for content delivery. The aim of the project described in this paper was to avoid re-development
of the existing online teaching resources and investigate their effectiveness in mobile learning. We have
surveyed students’ expectations in terms of educational methods and materials students preferred to use
ubiquitously in synergy with face-to-face or blended learning. The study provided an impetus towards the
development of a J2ME platform conveying existing electronic teaching resources from the LMS to mobile
devices. The analysis of students learning effectiveness via mobile devices has shown the benefits of
enriching student experience by means of new technology. This paper concludes with a reflection on the
user experience and guidelines for conveying and adaptation of the existing online learning materials for
wireless delivery.
1 INTRODUCTION
Recent developments of information and
communication technology have been widely
adopted by academics and corporate market to
support e-Learning. Over the past decade a wide
range of software systems enabling e-learning have
emerged providing capabilities for management of
didactic content, online assessment, collaborative
learning, etc. A great majority of e-learning software
leverage proven web-browser interface via a
network connection to an application server. New
products for e-learning support continue to emerge
providing new capabilities and others combining
existing functionalities. Academic institutions have
widely adopted Learning Management
Systems(LMS)(Sun Microsystems, 2003), which are
intended to help sequence educational content and
create a manageable structure for instructors and
students, offering the use of collaborative
environments and other distributed learning
technologies. Such LMS products as
BlackBoard/WebCT, Moodle, and Desire2Learn
have become a de facto requirement in most
universities. As a part of a well-planned educational
strategy e-learning can deliver very effective results
and increase student satisfaction (Maise, 2001).
Numerous LMS products deployed in education
over the years have accumulated a vast amount of
learning resources in the form of legacy HTML
content, multimedia resources, and other electronic
teaching materials. Until recently, e-learning relied
on content delivery through a web browser interface
on a wired computer connected to an LMS server.
Increasingly this is being challenged (Maise, 2001).
Proliferation of portable devices and increased speed
of wireless connection allow a wider interface to
educational content. M-learning, the mobile
equivalent of e-learning, is an emerging field of
research, being enthusiastically embraced by
manufacturers, content providers, and academics.
More and more people, especially among young
population, are carrying mobile computing devices
in the form of smart phones, PDAs, etc. everywhere
they go. The opportunity to offer new ways of
interacting with information by means of wireless
gadgets already on hand of learners seems
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Benson V. and M. Gopee S. (2006).
FROM ELECTRONIC TO MOBILE LEARNING - How to Make the Most of Existing e-Learning Materials in Wireless Environment.
In Proceedings of the International Conference on Wireless Information Networks and Systems, pages 271-275
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compelling to educational practitioners. We consider
the services and possibilities that mobile devices
offer as promising especially when it comes to the
development of new learning methods and didactic
forms. Learners on the move can use mobile
devices to access their learning materials anywhere
at any time. The challenge addressed by this paper is
how to make the most effective use of existing
online educational content for mobile access.
Recent studies suggest (Stern et al., 2005) that in
many cases resources spent on development of
online materials exceed their benefits, and more
attention should be paid to how students actually use
pedagogical software. It seems that with the arrival
of new technologies pedagogical resources undergo
complete re-engineering. From legacy HTML
content, a move towards multimedia-based content
created redundant information with a variety of
conflicting standards. The advent of wireless access
generated a move to designing educational resources
suitable only exclusively for m-learning (Sharples, et
al, 2002).
Very little attention has been directed towards the
cost effective combination of e-learning and m-
learning. Which learning content shall and can be
accessible to the learner, provided in which amounts
and portions and in which media type? How can we
ensure that learners gain access to the relevant
didactic resources and services which can be used
under the given requirements of mobile learning?
Another question is about the usability of available
resources suitable for mobile settings. This paper
suggests a flexible J2ME-enabled software
architecture that optimizes commonly used online
LMS materials for wireless delivery. We present our
findings regarding students’ expectations and user
acceptance of m-learning features. Compared with
traditional or even electronically enabled learning,
technology supporting mobile learning is still
viewed as innovative by most teachers and students.
Therefore, developing appropriate guiding models
for effective implementation is the key for m-
learning to progress from the research stage to
practical use in the future. First we introduce the
results of a study of LMS usage by undergraduate
Information Technology students, which surfaced
critical LMS content and access points deemed
effective by the learners. Further we have
investigated students expectations in terms of
educational methods and materials students
preferred to use ubiquitously in conjunction with
face-to-face or blended learning. The study provided
an impetus towards the development of a J2ME
platform conveying existing electronic teaching
resources from the LMS to mobile devices.
Quantitative analysis of students learning
effectiveness via mobile devices has shown the
benefits of enriching student experience by means of
new technology. We conclude the paper with a
reflection on the user experience and guidelines for
conveying online learning materials for wireless
delivery.
2 WHAT STUDENTS REALLY
USE FOR LEARNING
The convergence of mobile communications and
handheld computers offers the opportunity to
develop technology that can assist individuals and
groups to learn anytime, anywhere. New forms of
learning have an enormous power to enrich students’
experience through the use of interactivity and
multiple media (Maise, 2001). As shown by recent
surveys (Stern et al., 2005) interactive mode of
learning has a direct impact on learning
effectiveness and student retention, as compared to
learning through reading, for example. Many
research studies have uncovered that learning
challenging topics through hypermedia
environments present difficulties to students
(Azevedo, 2005).
Recent empirical studies have suggested the
advantages of using wireless technologies and
mobile devices in learning environments, including
engaging students in learning-related activities in
diverse physical locations, supporting group work on
projects, and enhancing communication and
collaborative learning in the classroom.
Concentrating on mobile access has forced us to
think carefully about what LMS capabilities and
content sections are essential for effective learning.
In this paper we have explored which LMS
components are critical for effective asynchronous
learning, such as exam review or preparation for a
laboratory exercise by one hundred undergraduate
Information Technology students.
2.1 Methodology
Over the duration of an academic semester we have
collected statistical information regarding the usage
of LMS components for asynchronous study mode.
Students have been presented with the educational
content structured into units of textual content,
enriched with interactive activities, followed by
multimedia summary points and visualizations of
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computer interaction by the instructor. The LMS
materials have complimented face-to-face practical
teaching sessions. Students have been instructed to
use online materials as a source for self-study ahead
of the hands-on tutorials. These materials have been
available throughout the entire semester and were
used for final assessment preparation by the
students. Figure 1 shows the functional elements
available on the LMS including textual; learning
objects, activities, summary, and other components
linked together to comprise a cohesive learning unit.
Usage statistics for 100 undergraduate students has
been collected and comparatively analyzed.
Figure 1: Online Learning Materials: Use of Functional
Elements on LMS.
Through the analysis of the usage statistics we have
identified the learning paths which students
developed in their learning strategy. Most common
components on the LMS accessed and used by
students in asynchronous mode were activities,
summary and review elements, textual content and
introductory elements were accessed less frequently,
followed by discussion facilities and extended
content elements.
The analysis of which materials students use
most on the LMS identified the critical components
that may provide an effective way of learning if
made available for mobile access. In addition to the
analysis of the LMS statistics, students participating
in this study, have been surveyed on their
expectations and general acceptance of m-learning.
The survey results have surfaced that ninety eight
percent (98%) of participants would like to try
accessing e-learning content on their mobile devices.
However fifty nine percent (59%) of respondents
have voiced concerns over the limitations of the
mobile devices they owned. Twenty three percent of
them (23%) noted that the small size of the screen
may hinder the effectiveness of m-learning, with
nineteen percent (19%) of respondents being
concerned with spending too much time searching
for the necessary learning element. Only ten percent
(10%) of the surveyed students mentioned the speed
of wireless connection being critical to accessing
learning materials. Finally, students have been asked
to identify and prioritize learning objects available
on the LMS they find potentially useful for
ubiquitous learning. The results have surfaced that
students prefer to have mobile access to content rich
materials, such as visual/multimedia components
(78% of the respondents), textual content (26%),
review exercises/questions (52 %) and summaries
(32%).
Based on these findings critical learning content
used by students on wired LMS was integrated for
access on mobile devices. Content-rich materials
included video segments capturing use of web
design software and relevant concepts, textual
content summarized in multimedia vignettes and
diagrams, and other visual learning materials as
shown in figure 2.
Figure 2: LMS Materials Conveyed by a Wireless
Device.
There are a number of views about evaluation of
pedagogical software (Stern et al., 2005). We have
adopted the outcome evaluation method or
summative evaluation (Reeves, et al, 2003). We
focused on the extent to which the user has attained
the learning objectives as a measurement of learning
effectiveness. We also examined the process of how
learning materials are used in correlation to whether
they achieve an effect. Process evaluation gave us a
more complete picture of the learning process, and
informed the design of subsequent software.
We report the data from observations of 100
undergraduate students engaged in studying web
programming by means of multimedia vignettes
delivered via wireless devices in supplement to the
textual content available on the LMS.
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2.2 Survey Results
In –situ observations and consequent summative
evaluation of achieving learning outcomes have
been carried out on students with no previous
knowledge of the topic described in the learning
unit.
Observations of students using mobile devices for
asynchronous study have uncovered several factors
hindering use of mobile devices for viewing and
accessing learning content, such as:
• Small screens on mobile devices,
• Fewer controls/buttons than on a wired
computer,
• Learning curve for usability of search and
other functionality,
• Availability of connection – 55% of
respondents identified public transport (mostly
buses) as one of the possible places for m-learning.
Some students commented that changing from a bus
to subway may prevent effective learning
continuum,
• Lack of information describing content of
learning material vignettes, especially multimedia.
3 TECHNOLOGY
INFRASTRUCTURE
To interface effectively with wireless environment,
learning content must be indexed with learning
object metadata, which is used to support search and
retrieval of learning objects. With IMS-compliant
learning object metadata available in XML format, it
is a relatively straightforward process to apply the
selection and inclusion process to content rich
didactic resources. The J2ME platform's MIDP
(Ortiz, 2004) reads in the metadata relating to
available learning objects into the system as a series
of XML documents
. Relevant learning object
descriptors are made available for navigation and
retrieval on the client device. The server has the
actual published services that are available to the
client. Metadata relating to the critical learning
objects is searched for and learning object resources
are transported from the LMS server to the mobile
learner (see fig. 3).
Figure 3: System Architecture.
The capabilities of viewing web multimedia in
wireless setting are hindered by the restraints such as
reduced output screen, transmission speed and file
size. Though multimedia, and video in particular,
can be a powerful teaching tool in e-learning
providing video for wireless faces many challenges
(Sharples, et al, 2002). Because of the reduction in
viewing size to accommodate quality and device
limitations, smaller objects on a reduced screen
become indiscernible. This is of particular concern
for a course, which depends on the ability to view
items as small as mouse pointers, text, icons, and
other computer outputs.
4 UBIQUITOUS ACCESS TO
LEARNING RESOURCES
Well-structured LMS content with clear navigation
between objects can be linked together with a
wireless interface. Wireless technology can enhance
teaching possibilities, as well as provide learners
with a way to obtain knowledge any time they are
willing and able. The benefits of wireless access to
learning materials are numerous:
- Students are aware that they have access to the
critical VLE content, and only content rich elements
are provided for asynchronous learning. This means
that they will spend less time finding necessary
information than on the wired LMS.
- Multimedia content is technologically adapted
for limited resources on mobile devices. Video
screen fragmentation and magnification of visual
content alleviate usability issues.
- New technologies generate interest in learning.
Learners use wireless devices anytime anywhere and
well-planned learning can really work in ubiquitous
settings.
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It should be possible to use an m-learning system
without reading a user manual, and the experience of
studying with the help of such devices should be
interesting and engaging.
5 DISCUSSION
We believe that a popular adoption of m-learning as
a complimenting element of e-learning depends on a
number of success factors. M-learning should meet
the difficult test of user acceptance and must be
designed with certain constraints in mind:
- Provide a good initial experience and learn
quickly for novel users. The first use should offer a
straightforward, acceptable way of locating the
necessary learning materials. The benefits of using
mobile learning should be apparent to the learner.
Content of learning objects should be clearly
described and presented to the user in a clear order.
- Support multiple modes of information access.
Although we have found that students navigate
through the learning objects using section headings,
content should be searchable for keywords.
- Avoid brittleness (Beale, 2004). A single
action, such as selecting something accidentally or
skipping over a content segment or a topic should
not have a drastic and unrecoverable effect on
learning continuum.
Finally, whether or not availability of mobile access
to didactic resources can achieve its potential and
facilitate students' learning effectively depends on
how it is used by teachers and learners. Therefore, it
is important to provide appropriate support to
learners through help functions of the device and to
immerse these technologies with everyday teaching
and learning activities.
6 CONCLUSION
The aim of this project was to avoid re-development
of the existing online teaching resources and use
them for wireless learning. We focused on general
methods for adaptation of online didactic materials
portable across various LMS software platforms for
cost effective integration and re-use of online
learning materials for wireless access. A literal
translation from e-learning to m-learning is
inadequate. Merely squeezing data onto small
screens of wireless devices detracts from user
experience. By adapting content rich materials from
wired LMS, pedagogical resources can be
effectively delivered for asynchronous learning on
wireless devices. The instructor and students can use
online and wireless educational technologies to
make the most from the synergy of wired LMS and
the convenience of wireless ubiquity. We consider
the services and possibilities that mobile devices
offer as promising especially when it comes to the
development of new learning methods and
pedagogical techniques, which use wireless devices
as an effective platform.
Compared to face-to-face
or blended learning, m-learning is still viewed as
innovative by academic practitioners and students.
The paper has addressed some practical guidelines
and theory-informed design architecture for effective
implementation of m-learning for practical didactic
use.
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