Masters Degrees (Computer Science and Informatics)

Permanent URI for this collection

http://hdl.handle.net/11660/411

Browse

Browsing Masters Degrees (Computer Science and Informatics) by Author "Khomokhoana, Pakiso Joseph"

Now showing 1 - 1 of 1
  • Thumbnail Image
    ItemOpen Access
    Using mobile learning applications to encourage active classroom participation: technical and pedagogical considerations
    (University of the Free State, 2011-05) Khomokhoana, Pakiso Joseph; Nel, L.
    English: Higher education institutions are experiencing burgeoning growth in student enrolment. The subsequent increase in undergraduate class sizes means that the needs of individual students are no longer effectively addressed. Students are also less likely to actively participate in these large classes. There is a high probability that such students are less likely to be successful in their studies. In order to support the learning needs of the student population, there are various strategies and tools that can be used to encourage active classroom participation. This study investigated how mobile learning applications can be used to encourage active participation in large undergraduate Computer Science classes. The study identified the four main teaching and learning challenges that are experienced by lecturers and students in large undergraduate courses. They are lack of resources, facilitation of student assessment and feedback, pressure to increase student throughput and the academic under preparedness of students. In this study, the researcher established that it is not easy to address these challenges if a traditional teacher-centred approach is used. The main reason is that this approach is ineffective to support the construction of conceptual understanding by students. Upon consideration of various teaching and learning issues, a student-centred approach was identified as being a more promising approach for quality teaching and successful learning in the 21st century. In a teaching and learning environment where a student-centred approach is practiced, active classroom participation was identified as one viable solution that has the potential to lower the intensity of the four stated challenges. The researcher demonstrated how active classroom participation could mitigate the effects of these challenges. Some of the active participation strategies identified from contemporary literature were also implemented by the lecturer in her classes. On realisation that it is not easy to implement active classroom participation strategies, especially in large classes, the researcher opted for applications that could automate some of these strategies. He specifically decided to use mobile learning applications because in this era, most of the students own cellular phones. The researcher believed that the existing applications could not help him to address the research questions and objectives of this study. He opted for a custom developed application, called MobiLearn. Technical and pedagogical usability of this application were then evaluated in terms of the metrics established from literature. Technical usability was evaluated in terms of 12 metrics and pedagogical usability was evaluated in terms of nine metrics. The study employed the mixed methods design, and the approach was mainly qualitative with some quantitative enhancements. Data was collected through focus group discussions held with voluntary participants from the selected population; questionnaire survey; extracting it from the application (usage data); a face-to-face interview with the lecturer who used the MobiLearn application in her classes as well as class attendance records. Qualitative data was analysed according to qualitative content analysis principles, while quantitative data was analysed by means of statistical analysis. The application was evaluated as both technically and pedagogically usable. It was also evident to have potential to encourage active classroom participation for students who use it. Some students indicated that they experienced some technical problems to access the MobiLearn application. They indicated that they were not motivated to use the application. To address the last (third) objective of this study to mitigate problems such as these experienced by MobiLearn users, the study compiled a set of technical and pedagogical guidelines for best practices in the use of mobile learning applications to encourage active participation in similar contexts.