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Terence Chun-Ho Cheung, Ron Chi- Wai Kwok, Kai-Pan Mark Department of Information Systems

Understanding the usefulness of social and mobile learning applications in a large class-size setting : An empirical analysis. Terence Chun-Ho Cheung, Ron Chi- Wai Kwok, Kai-Pan Mark Department of Information Systems C ity University of Hong Kong Presentation at EDMEDIA 2014. 1.

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Terence Chun-Ho Cheung, Ron Chi- Wai Kwok, Kai-Pan Mark Department of Information Systems

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  1. Understanding the usefulness of social and mobile learning applications in a large class-size setting: An empirical analysis Terence Chun-Ho Cheung, Ron Chi-Wai Kwok, Kai-Pan Mark Department of Information Systems City University of Hong Kong Presentation at EDMEDIA 2014 1

  2. Presentation agenda Research Gap & Research Questions Literature Review & Related Works Data Collection & Analysis Results, Discussions & Implications Conclusion and Contribution

  3. Introduction Convergence of Internet, wireless networks and mobile devices has transformed the learning process to anywhere, anytime and personalized learning (Motiwalla, 2007). While educational technologies play an important role in content dissemination, their usefulness in other areas is becoming more and more important. These areas include peer supportiveness, teacher supportiveness, teacher approachability, class participation and learning comprehensiveness (Chang et al., in press).

  4. In reality, it is not always possible to have effective in-class interactions, especially with a large class-size lecture setting We first developed about 10 various activities and chose various e-Learning tools and their mobile apps to support interactions for knowledge building and social networking in a typical university setting with large class sizes. User experience are evaluated to ascertain the usefulness and impact on learning effectiveness of these applications in the form of quantitative assessment. Research gaps

  5. Research Questions The purpose of this work is to address the usefulness of social and mobile learning applications in a large class-size setting. Specifically, the research questions are: Are social and mobile learning applications useful in supporting student learning activities ? How should a teacher and learning technologist design activities and adopt these e-Learning tools or mobile applications to help students achieve learning outcomes?

  6. teacher-student and student-student interactions

  7. Technology Acceptance Model 3 (Venkatesh & Bala, 2008) Literature and related works Context of Job Relevance is customized to meet the educational setting.

  8. Study Relevance

  9. Usefulness of social and mobile learning This study attempts to design and adopt different applications listed in Table 1 to facilitate a specific set of teaching and learning activities relevant to those features listed in Table 2 and 3.

  10. QA - Hypothesis 1 (H1): • The usefulness of social and mobile learning applications is positively associated with knowledge sharing via real-time exercise feedback. • LN - Hypothesis 2 (H2): • The usefulness of social and mobile learning applications is positively associated with the acquisition of the latest information and knowledge via sharing in social media. Hypothesis development

  11. SE- Hypothesis 3 (H3): • The usefulness of social and mobile learning applications is positively associated with engaging students to learn via social interaction. • VM - Hypothesis 4 (H4): • The usefulness of social and mobile learning applications is positively associated with creative work and with promoting one’s online presence using digital CVs. • PP - Hypothesis 5 (H5): • The usefulness of social and mobile learning applications is positively associated with real-world company projects with the aim of designing mobile apps. Hypothesis development

  12. Empirical research was conducted in an undergraduate class (n=140) taking the “IS4246: Digital Marketing and Customer Relationship Management” module in Fall 2012/13. Individual scores will be given based on their individual participation through online activities. Group scores will be given based on two group projects and some group-based activities during tutorial sessions. By the end of the semester, a survey on all the designed activities and project assessments were conducted to investigate students’ perceived usefulness of social and mobile learning applications. Data Collection

  13. Constructs & ITEMS

  14. Data Analysis H2， H3and H5 are supported H4 is marginally supported

  15. H1: The usefulness of social and mobile learning applications is positively associated with knowledge sharing via real-time exercise feedback. • Not supported • Possible implications:Students are confident in sharing what they have learnt and knowledge can be acquired easily through reflection and sharing with others via real-time exercise feedback. However, some activities may discourage their communication, e.g. sharing of the quiz result immediately after the quiz. Discussion – H1

  16. H2: The usefulness of social and mobile learning applications is positively associated with the acquisition of the latest information and knowledge via sharing in social media. • Supported • Possible implications:Learning happens in social media and meanwhile expands students’ connection with the world. Knowledge and experience sharing with practitioners and friends from the industry network could be built. Among all indicators in the measurement model, the statement “I am willing to accept comments from others on my post.” is found not significant. This may be due to the absence of a function to stop or avoid further comments on a post in Twitter or Facebook if students do not want to. Discussion – H2

  17. H3: The usefulness of social and mobile learning applications is positively associated with engaging students to learn via social interaction. • Supported • Possible implications: Sharing of views will no longer be dominated by active students. Through the social and mobile learning activities, passive learners can also participate in the teaching and learning environment. Discussion – H3

  18. H4: The usefulness of social and mobile learning applications is positively associated with creative work and with promoting one’s online presence using digital CVs. • Marginally Supported • Possible implications: Students’ creativity was observed in their self-intro videos on a voluntary basis and was not limited by the regular class schedule. Extra effort and additional time spent outside the regular class schedule may be a concern from students. Discussion – H4

  19. H5: The usefulness of social and mobile learning applications is positively associated with real-world company projects with the aim of designing mobile apps. • Supported • Possible implications:A real-world project can make the course assessment more challenging. Comments and feedback from business companies could benefit students and stimulate their interest in designing and integrating social and mobile apps into their digital marketing proposals for real-world companies. Discussion – H5

  20. Conclusion Our results have indicated that mobile apps are useful in motivating students to acquire and share the latest information and knowledge, to interact with peers, to foster independent thinking and creativity and to support practical real-world company projects. About 10 different kinds of a number of activities and project assignments have been designed to encourage teacher-student and student-student real-time interactions.This project can be treated as a show case to transform our classroom into a social and mobile learning environment which is beneficial to both the instructors and students.

  21. Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3), 581-596. doi: 10.1016/j.compedu.2005.10.011 Chang, T.-S., Bai, Y., & Wang, T.-W. (in press). Students’ classroom experience in foreign-faculty and local-faculty classes in public and private universities in Taiwan. Higher Education. doi: 10.1007/s10734-013-9703-z Venkatesh, V., & Bala, H. (2008). Technology Acceptance Model 3 and a Research Agenda on Interventions. Decision Sciences, 39(2), 273-315. doi: 10.1111/j.1540-5915.2008.00192.x Johnson, R. D., Hornik, S., & Salas, E. (2008). An empirical examination of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies, 66(5), 356-369. doi: dx.doi.org/10.1016/j.ijhcs.2007.11.003 Butler, D. L., & Winne, P. H. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245-281. doi: 10.3102/00346543065003245 References

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