Assessment of Mobile Learning Applications in Supporting Undergraduates’ Self-directed Learning at the University of Ilorin
Abstract
This study investigated mobile learning applications’ impact on self-directed learning outcomes among undergraduates in higher education. Employing a quantitative survey research design, a structured questionnaire was crafted to gather data from a sample size of 120 respondents. The data collected was then analyzed and presented using SPSS version 27. The study utilised a t-test as part of its hypothesis-testing methodology. The findings of this research revealed several significant insights. Firstly, it was found that mobile learning applications positively correlate with improved self-directed learning outcomes among undergraduates. This correlation was established through statistical analysis, indicating a meaningful relationship between the use of mobile learning tools and enhanced autonomous learning behaviours among students. In addition, the study explored the usability and functionality of mobile learning applications and their impact on undergraduates’ adoption and usage. The results indicated that the usability and functionality of these applications indeed play a crucial role in influencing students’ acceptance and engagement with mobile learning platforms. User experience design and interface functionality emerged as key factors driving student engagement and acceptance. Furthermore, tailored interventions and support mechanisms within mobile learning applications were found to enhance the effectiveness of these platforms in promoting self-directed learning. Strategies such as personalized learning paths, gamification elements, and collaborative features were identified as effective tools for encouraging autonomous learning behaviours among students. Based on these findings, the study concluded that mobile learning applications can be valuable tools for fostering self-directed learning outcomes among undergraduates. However, ensuring optimal usability, functionality, and ongoing support within these platforms is essential for maximizing their impact. The study’s results underscored the importance of user-centered design principles and continuous monitoring and feedback mechanisms in the development and implementation of mobile learning initiatives. As a result of the study’s outcomes, several recommendations were proposed. These recommendations include enhancing user experience design, providing continuous support and training for educators and students, integrating personalized learning features, and leveraging gamification and collaborative elements to promote engagement and motivation. By implementing these recommendations, institutions and stakeholders can create more effective and impactful mobile learning environments conducive to self-directed learning among students in higher education.
CHAPTER ONE
INTRODUCTION
Background to the Study
Mobile learning applications have become increasingly prevalent in higher education institutions worldwide, offering new opportunities for students to engage in self-directed learning. The University of Ilorin, like many universities, has seen a surge in the use of mobile learning applications among undergraduates (Pinantoon, 2022). This shift signifies a paradigmatic change in how students access and interact with educational content outside of traditional classroom settings.
One of the key advantages of mobile learning applications is their flexibility and accessibility. Students can access learning materials anytime and anywhere, allowing for a more personalized and self-paced learning experience (Sharpes et al., 2023). This flexibility aligns with the principles of self-directed learning, where students take ownership of their learning journey and tailor their study schedules to suit their needs.
Moreover, mobile learning applications often integrate multimedia elements such as videos, interactive quizzes, and simulations, enhancing engagement and knowledge retention (Davis, 2019). By incorporating these interactive features, students are not only consuming information but also actively participating in the learning process, which is crucial for self-directed learning outcomes.
Another aspect to consider is the impact of mobile learning on student motivation and engagement. Studies have shown that the interactive and gamified nature of many mobile learning applications can increase students’ motivation to learn and explore new concepts (Dun, 2020). This heightened motivation contributes to a more positive learning experience and encourages students to take initiative in their studies.
Furthermore, the use of mobile learning applications can bridge geographical barriers and promote inclusivity in education (Guri-Rosenblatt, 2020). Students from diverse backgrounds can access the same learning resources, reducing disparities and enhancing educational equity. This aspect is particularly relevant in today’s globalized world, where access to quality education is a fundamental right.
In addition to enhancing individual learning experiences, mobile learning applications also support collaborative learning and knowledge sharing among students (Vavoula & Sharpes, 2022). Features such as discussion forums, group projects, and peer-to-peer feedback facilitate collaboration and communication, fostering a sense of community within the learning environment.
Despite these advantages, challenges exist in the implementation and adoption of mobile learning applications in higher education. Issues such as digital literacy, device compatibility, and internet access can hinder widespread adoption (Fred, 2023). Addressing these challenges requires a holistic approach, including infrastructure development, teacher training, and student support services.
Moreover, as mobile technologies continue to evolve, educators and institutions must stay updated with emerging trends and best practices in mobile learning (Clark & Ausukuya, 2023). Continuous professional development and collaboration with industry experts can ensure that mobile learning strategies remain relevant and effective in meeting educational objectives.
Statement of Problem
The widespread adoption of mobile learning applications in higher education institutions has brought about transformative changes in how students access and engage with educational content. However, amidst this digital transformation, several gaps and challenges persist that warrant investigation and resolution.
One of the primary gaps in the current landscape of mobile learning applications is the need to assess their effectiveness in supporting self-directed learning among undergraduates. While there is a growing body of literature highlighting the benefits of mobile learning, there is a lack of comprehensive studies specifically focusing on its impact on self-directed learning outcomes (Pinantoon, 2022). Understanding how mobile learning applications contribute to enhancing students’ ability to take initiative, set goals, and manage their learning processes independently is crucial for optimizing their educational value.
Furthermore, there is a gap in understanding the factors influencing the adoption and usage of mobile learning applications among undergraduates. While some studies touch upon user motivations and preferences, there is a need for in-depth research that explores the drivers and barriers to sustained usage of these applications (Sharpes et al., 2023). Factors such as usability, functionality, perceived benefits, and institutional support play pivotal roles in shaping students’ decisions to integrate mobile learning into their academic routines.
Moreover, there is limited research examining the role of mobile learning applications in promoting collaborative learning and knowledge sharing among students. While collaborative features are often integrated into these applications, their actual impact on fostering meaningful interactions and peer-to-peer learning experiences requires empirical investigation (Vavoula & Sharpes, 2022). Understanding how mobile technologies can facilitate effective collaboration and communication within virtual learning environments is essential for creating inclusive and engaging educational experiences.
Another gap relates to the inclusivity and accessibility of mobile learning applications, particularly for students from diverse backgrounds. Issues such as the digital divide, unequal access to devices and reliable internet connectivity, and varying levels of digital literacy pose significant challenges to equitable participation in mobile-assisted learning (Guri-Rosenblatt, 2020). Addressing these gaps requires strategic interventions at both institutional and policy levels to ensure that mobile learning initiatives are inclusive and accessible to all students.
Objectives of the Study
The specific objectives of this study include to:
- Evaluate the impact of mobile learning applications on undergraduates’ self-directed learning outcomes.
- Identify the factors influencing the adoption and usage of mobile learning applications among undergraduates.
- Propose recommendations for improving the design and implementation of mobile learning applications to better support self-directed learning.
Research Questions
The following research questions were asked:
- How do mobile learning applications influence undergraduates’ self-directed learning behaviours?
- What are the main factors that affect undergraduates’ adoption and usage of mobile learning applications?
- What strategies can be implemented to enhance the effectiveness of mobile learning applications in supporting self-directed learning among undergraduates?
Research Hypotheses
The following hypotheses were tested:
Null Hypotheses(H0):
- Mobile learning applications do not positively correlate with improved self-directed learning outcomes among undergraduates.
- The usability and functionality of mobile learning applications do not significantly impact undergraduates’ adoption and usage.
- Tailored interventions and support mechanisms can not enhance the effectiveness of mobile learning applications in promoting self-directed learning.
Alternative Hypotheses(H1):
- Mobile learning applications positively correlate with improved self-directed learning outcomes among undergraduates.
- The usability and functionality of mobile learning applications significantly impact undergraduates’ adoption and usage.
- Tailored interventions and support mechanisms can enhance the effectiveness of mobile learning applications in promoting self-directed learning.
Significance of the Study
This study holds significant importance as it contributes substantially to the ongoing discourse on mobile learning and self-directed learning within higher education. By investigating the impact of mobile learning applications on self-directed learning outcomes among undergraduates, this research aims to uncover the strengths and weaknesses inherent in current mobile learning tools. Through a thorough analysis of these applications, the study seeks to provide actionable recommendations for their enhancement, thereby contributing to the continuous improvement of educational technologies.
The findings of this study are poised to offer a deeper understanding of how mobile learning applications influence students’ abilities to take charge of their learning journey. By identifying the factors that facilitate or hinder self-directed learning within the mobile learning context, educators, policymakers, and developers can gain crucial insights into designing more effective and user-centric learning tools. This knowledge is paramount in addressing the evolving needs of modern learners and fostering a conducive learning environment that promotes autonomy and engagement.
Moreover, the study’s focus on evaluating the impact of mobile learning applications aligns with the broader goal of enhancing learning outcomes and experiences in higher education. By critically examining the usability, functionality, and overall effectiveness of these applications, the research aims to bridge the gap between theoretical potentials and practical implementations. This bridging is essential in ensuring that mobile learning tools not only meet educational objectives but also resonate with students’ learning preferences and styles.
The implications of this study extend beyond academia to encompass various stakeholders involved in the education sector. Educators stand to benefit from insights into how mobile learning applications can be integrated seamlessly into curriculum delivery to augment self-directed learning initiatives. Policymakers can leverage these findings to inform policies that promote the adoption and utilization of technology-enhanced learning environments. Additionally, developers gain valuable feedback for refining existing applications and designing future innovations that align with pedagogical best practices and learner needs.
Ultimately, the knowledge generated from this study has the potential to catalyze positive changes in the realm of educational technology. By addressing the gaps and challenges identified in current mobile learning applications, stakeholders can work collaboratively towards creating a more inclusive, accessible, and effective learning ecosystem. This collaborative effort, guided by empirical evidence and actionable recommendations, can pave the way for transformative advancements in mobile-assisted education, benefiting learners and educators alike in the pursuit of academic excellence.
Scope of the Study
The scope of the study encompassed a focused investigation into the impact of mobile learning applications on self-directed learning outcomes among undergraduates within the context of higher education. The study concentrated on assessing the effectiveness of existing mobile learning tools in fostering self-directed learning behaviours and outcomes among students at the University of Ilorin.
The research involved a detailed examination of various aspects related to mobile learning applications, including their usability, accessibility, functionality, and integration within the educational environment. It also delved into the factors that influenced students’ adoption and usage of these applications, exploring both facilitators and barriers to their effective implementation.
The study’s scope included collecting data from students who had experience using mobile learning applications, utilizing surveys, interviews, and possibly observational methods to gather insights into their experiences, perceptions, and learning outcomes. The scope also extended to analyzing existing literature and best practices in mobile learning to provide a comprehensive overview of the topic.
Operational Definition of Terms
Mobile Learning Applications: Software designed for mobile devices such as smartphones and tablets, facilitating learning activities and content delivery.
Self-directed Learning: A process in which individuals take initiative and responsibility for their learning goals, strategies, and outcomes.
Undergraduates: Students enrolled in bachelor’s degree programs at the University of Ilorin.
Impact: The effect or influence of mobile learning applications on learning outcomes and behaviours.
Adoption: The process of students integrating mobile learning applications into their learning routines.
Usability: The ease of use and user experience of mobile learning applications.
Functionality: The features and capabilities of mobile learning applications in supporting educational objectives.
Tailored Interventions: Customized strategies or support mechanisms designed to enhance the effectiveness of mobile learning applications for specific user groups
REFERENCES
- International Workshop on Mobile and Wireless Technologies in Education (WMIE 2022) (pp. 152-156). Vaxjo, Sweden.
- Vegas, E. (2020). School closure, government responses, and learning inequality around the world during COVID-19. [Online]. Available: https://www.brookings.edu/research/school-closures-government-responses-and-learning….
- Yin, R. K. (2018). Case Study Research and Applications: Designs and Methods (6th edition). Los Angeles: Sage Publications.
- Yousef, M., & Hamideh, Z. (2023). Mobile learning for education: benefits and challenges. International Journal of Computational Engineering Research, 3(6), 93-101.
- Vavoula, G., & Sharpes, M. (2022). Kleas: A personal mobile, knowledge, and learning organization system. In M. Hoppe & U. Kinshak (Eds.), Proceedings of the IEEE
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