Mobile Learning Design pp 155-171

Part of the Lecture Notes in Educational Technology book series (LNET) | Cite as

Access Moodle Using Mobile Phones: Student Usage and Perceptions

  • Xiao Hu
  • Leon Chi Un Lei
  • Jinbao Li
  • Nathalie Iseli-Chan
  • Felix L. C. Siu
  • Samuel Kai Wah Chu
Chapter

Abstract

This study investigated how often students used mobile phone to access various activities on Moodle. A survey on self-reported usage was filled by 252 university students in courses offered by four different faculties at the University of Hong Kong. Follow-up interviews were conducted to solicit students’ perceptions on mobile access to Moodle and the underlying reasons. The results show significant differences in students’ usage of various Moodle activities via mobile phones. Students’ responses also suggest that mobile access to Moodle is a necessary complement to computer access but its limitation on usability and reliability may have restricted its potential in enhancing teaching and learning.

References

  1. Ang, S., Chia, YB., Chan, I., Leung, K., Li, K., & Ku, K.M. (2012). The survey on mobile library services in hong kong and singapore academic libraries (pp. 1–53). Retrieved from http://hdl.handle.net/10722/152520.
  2. Carvalho, A., Areal, N., & Silva, J. (2011). Students’ perceptions of Blackboard and Moodle in a Portuguese university. British Journal of Educational Technology, 42(5), 824–841. doi:10.1111/j.1467-8535.2010.01097.x.CrossRefGoogle Scholar
  3. Çavus, N., Bicen, H., & Akçil, U. (2008). The opinions of information technology students on using mobile learning. In Proceedings of the 08 International Conferences on Educational Sciences. Magosa, North Cyprus.Google Scholar
  4. Çavus, N. (2011). Investigating mobile devices and LMS integration in higher education: Student perspectives. Procedia Computer Science, 3, 1469–1474.CrossRefGoogle Scholar
  5. Chavez, J. F. (2011). A knowledge management tool for collaborative learning A case study using a wiki (doctoral dissertation). New Mexico: The University of New Mexico Albuquerque.Google Scholar
  6. Donaldson, R. L. (2011). Student acceptance of mobile learning. The Florida State University College of Communication & Information. Retrieved from http://diginole.lib.fsu.edu/etd/716/.
  7. Francis, R., & Raftery, J. (2005). Blended learning landscapes. Brookes eJournal of Learning and Teaching, 1(3), 1–5.Google Scholar
  8. Hayashi, A., Chen, C., Ryan, T., & Wu, J. (2004). The role of social presence and moderating role of computer self efficacy in predicting the continuance usage of e-learning systems. Journal of Information Systems Education, 15, 139–154.Google Scholar
  9. Heemskerk, I., & Dam, G. T. (2009). Gender inclusiveness in educational technology and learning experiences of girls and boys. Journal of Research on Technology in Education, 7(3), 253–276. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/15391523.2009.10782531.
  10. Horvat, A., Dobrota, M., Krsmanovic, M., & Cudanov, M. (2013). Student perception of Moodle learning management system: a satisfaction and significance analysis. Interactive Learning Environments, (ahead-of-print) (pp. 1–13).Google Scholar
  11. Kennedy, D. M. (2004). Challenges in evaluating Hong Kong students’ perceptions of Moodle Moodle: An open-source learning management system. In The potential of LMSs in teacher education, (July pp. 327–336).Google Scholar
  12. Kennedy, D. M. (2005). Challenges in evaluating Hong Kong students’ perceptions of Moodle. In Proceedings of Australasian Society for Computers in Learning in Tertiary Education (ascilite) (pp. 327–336).Google Scholar
  13. Kouninef, B., Tlemsani, R., Rerbal, S. M., & Lotfi, A. (2012). Developing a mobile learning approach in platform LMS INTTIC. Information Technology Journal, 11(8), 1131–1137.CrossRefGoogle Scholar
  14. Lei, C. U., Wan, K., & Man, K. L. (2013). Facilitating teaching CPS and technology-based content with learning management systems. In Proceedings of the International MultiConference of Engineers and Computer Scientists (Vol. 2).Google Scholar
  15. Nichols, M. (2008). Institutional perspectives: The challenges of e-learning diffusion. British Journal of Educational Technology, 39(4), 598–609. doi:10.1111/j.1467-8535.2007.00761.x.CrossRefGoogle Scholar
  16. Ong, C. S., & Lai, J. Y. (2006). Gender differences in perceptions and relationships among dominants of e-learning acceptance. Computers in Human Behavior, 22(5), 816–829.CrossRefGoogle Scholar
  17. Peters, K. (2009). M-learning: Positioning educators for a mobile, connected future. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training. Vancouver: Marquis Book Printing.Google Scholar
  18. Ssekakubo, G., Suleman, H., & Marsden, G. (2013). Designing mobile LMS interfaces: learners’ expectations and experiences. Interactive Technology and Smart Education, 10(2), 147–167.CrossRefGoogle Scholar
  19. Shea, P., Sau Li, C., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet & Higher Education, 9(3), 175–190.CrossRefGoogle Scholar
  20. Tu, C., & Corry, M. (2003). Building active online interaction via a collaborative learning community. Computers in the Schools, 20(3), 51–59.CrossRefGoogle Scholar
  21. Venkatesh, V., & Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Decision Sciences, 39(2), 273–315.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Singapore 2016

Authors and Affiliations

  • Xiao Hu
    • 1
  • Leon Chi Un Lei
    • 1
  • Jinbao Li
    • 1
  • Nathalie Iseli-Chan
    • 1
  • Felix L. C. Siu
    • 1
  • Samuel Kai Wah Chu
    • 1
  1. 1.The University of Hong KongHong KongChina

Personalised recommendations