Volume 18, numéro 7, novembre 2017

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The potential and use of mobile devices in higher education has been a key issue for educational research and practice since the widespread adoption of these devices. Due to the evolving nature and affordances of mobile technologies, it is an area that requires ongoing investigation. This study aims to identify emerging trends in mobile learning research in higher education in order to provide insights for researchers and educators around research topics and issues for further exploration. This study analysed the research themes, methods, settings, and technologies in mobile learning research in higher education from 2011 to 2015. A total of 233 refereed articles were selected and analysed from peer reviewed journals. The results were compared to three previous literature review-based research studies focused between 2001 and 2010 to identify similarities and differences. Key findings indicated that: (a) mobile learning in higher education is a growing field as evidenced by the increasing variety of research topics, methods, and researchers; (b) the most common research topic continues to be about enabling m-learning applications and systems; and (c) mobile phones continue to be the most widely used devices in mobile learning studies, however, more and more studies work across different devices, rather than focusing on specific devices.

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Mobile broadband penetration is growing rapidly in Africa, and it offers vast opportunities for mobile learning. Together with its possibilities is the danger of overlooking standards related to its use. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has initiated work in this area focusing on African and Middle East (AME) countries. Countries are required to develop their own mobile learning policies. Examining information and communication technology (ICT) in the South African education environment, a qualitative approach is adopted using a literature review to assess the relevance and applicability of mobile learning in the broader education environment. A thematic analysis is used to identify themes from UNESCO’s guidelines, which are compared to the South African environment. Tracing the use of technology by an open distance learning (ODL) provider, an adapted framework was developed for mobile learning. This article argues the need to create an environment that enables sustainable mobile learning provision through policy development.

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As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for “optimal” conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students.  Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work.

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The purpose of this study is to explore the effects of WhatsApp use for education and determine the opinions of students towards the process. The study was designed in mixed research model which combines both qualitative and quantitative data. In the quantitative aspect of the study, quasi-experimental design, with a pretest-posttest control group, was used and the data were analyzed by two factor variance analysis for mixed measurements. The analysis indicated that both learning environments have different effects on the success of students and that supporting the traditional environment by using WhatsApp is more effective for the increase of success. For the qualitative aspect of the study, content analysis techniques were employed to analyze the data which were collected by open-ended question forms. The analysis showed that students developed positive opinions towards the use of WhatsApp in their courses. They demanded the same practice in their other courses as well. They reported that learning could also take place unconsciously and the messages with images were more effective for their learning. However, a few students have expressed adverse opinions about the timing of some posts and the redundant posts within the group. Finally, it is suggested that use of WhatsApp in education process be encouraged as a supportive technology.

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The global open education movement is striving toward openness as a feature of academic policy and practice, but evidence shows that these ambitions are far from mainstream, and levels of awareness in institutions is often disappointingly low. Those advocating for open education are seeking to widen engagement, but how targeted and persuasive are their messages? The aim of this research is to explore the voices often unheard, those of the teachers and professional service staff with whom we are engaging. This research presents a series of interviews with those involved in open education at De Montfort University in the UK, with the aim of gaining a better perspective of what openness means to them. The interviews were analysed through an interpretive lens allowing each individual to create their own story and reflect their own personal view of openness. The results of this study are that in this university, openness is represented by five elements – staff pedagogy and practice, benefits to learners, accessibility and access to content, institutional structures, and values and culture. This work shows the importance of adopting critical approaches to gain a deeper understanding of the philosophical and pedagogic stances within institutions.  By giving a voice to all those involved we will be able to develop appropriate and more persuasive arguments to widen our sphere of influence as a community of open educators.

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In the past decade, the educational scenario world over has significantly been impacted by open access and open education movements. The philosophy of openness and sharing forms the cornerstone of the open education movement. The distance education approaches, together with open educational resources (OER) and massive open online courses (MOOCs), are being used to serve the increasing educational needs of diverse communities. However, adoption of openness as a core value and as part of the institutional strategy still remains a challenge for academic institutions in general, and distance education institutions in particular, in developing countries like India. In this research study, the authors report an analysis of the perception of the faculty of the Indira Gandhi National Open University of India (IGNOU) about openness and their attitude towards sharing of resources in academic institutions. Data was collected through a structured questionnaire administered to the teachers and academics of IGNOU (N=69). The results indicated that: the faculty members valued sharing of resources in academic institutions; learning resources should be made available free of cost; there is a strong need for training on intellectual property rights, copyright, and creation and use of OER; and there should be an institutional policy on OER for its effective use.

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This study investigated -the first year University undergraduates’ experiences in the use of open educational resources (OER) in online learning and their in-course achievement. The design selected for the study was survey and quasi-experimental. A total number of 106 University undergraduates participated in the study after a preliminary study was conducted to ascertain undergraduates’ perception and acceptability of OER. A structured questionnaire on 4-point Likert scale and Achievement Test were used to collect data. The two instruments were validated and trial tested to established reliability using Cronbach’s alpha.  Data were analysed using simple percentage and t-test. The results clearly shown that understanding of online learners’ skills, acceptability, perception, and competencies is necessary to provide intervention strategy and appropriate support service which could facilitate their understanding and learning of difficult concepts.  It was also discovered that that students that have positive perception of OER performed very well in the achievement test administered.

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Our study found that most students considered OER to be as good or better in terms of quality and engagement as traditional texts, while also allowing them to put saved funds toward their educational pursuits.  As rising costs in higher education affect current and potential students, faculty and students are looking for ways to cut costs where possible.  Open educational resources (OER) are a viable option to replace expensive traditional textbooks without sacrificing quality.  This article presents the results of a study conducted with students at a Virginia community college who took courses that used OER.  At the end of the semester, students were asked to rate their perceptions of the OER quality and their level of engagement with OER as compared to traditional textbooks.  Results indicate that a majority of students found the OER to be as good as or better than traditional textbooks in both quality and engagement.  While similar studies have been conducted, this study also asked students to briefly describe how they used the money saved by not having to purchase a textbook.  Many students indicated they used the money to reinvest in their education by paying tuition, purchasing materials for other courses, or taking additional courses; day-to-day expenses and savings were the next most common responses.  Further research needs to be conducted to understand the effect these savings and reinvestment have on students’ completion of academic goals.

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The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as enrolment, completion and certification rates. It is a survey-based study covering 17 MOOCs offered in UNED's own platform, and collects information from a sample of more than 24000 learners (initial survey) and 2003 learners (final survey). The paper first presents an overview of the MOOC experience at UNED, introducing the main features of these courses. Afterwards, it focuses on the methodology used in the study and in the information gathered in the second edition of UNED MOOCs, which took place from November 2013 until March 2014. Learners' average profile is a Spanish female, approximately 37 years old, with a University degree, and generally employed. For many of the participants, UNED MOOCs were their first experiences with these sorts of courses, and the main reasons for enrolment were the course topic and the perceived usefulness for professional development. The expectations regarding completion and certification where initially very high, but completion rates remain below 14%. In the final survey, the overall experience in the MOOCs and the different tools used in the courses were highly valued by learners, except the support figures (curator, facilitator, peers), which received lower ratings. These findings are of interest for the institution and further research, refining learning analytics, is encouraged.

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Online learning is increasingly being used in K-12 learning environments. A concomitant trend is found towards learning becoming authentic as students learn with tasks that are connected to real-world occupations. In this study, 48 pre-service teachers use an online environment to engage in authentic practice as they developed online learning experiences for their future students. Using a design-based research methodology, the researchers were involved in planning, designing, implementing, and evaluating the higher education class across two macro cycles. An authentic learning framework was utilized in the development of the class. Findings explicate the design of the course and how it aligned to the authentic learning framework. It appears that web-based tools were beneficial as the pre-service teachers designed their own K-12 online classes. Findings show that the pre-service teachers' comfort increased when using the using online web building applications in the authentic environment. Furthermore, a high level of engagement in reflective and collaborative learning was uncovered during the activities. This research acts as a springboard for educators who are interested in designing online higher education courses incorporating authentic learning experiences.

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Do perceptions of success in using digital learning materials (DLMs) regularly (i.e., several times a week) strengthen (or weaken) teachers’ behavioural intentions to use DLMs again? And which psychological factors have a relationship with the intention to use DLMs again? These questions are important in light of stimulating teacher’s use of DLMs. To answer this question, teacher “flows” were analysed using crosstabs and multinomial logistic regression. These flows visualize how teachers go from a certain degree of perceived success to a certain strength of behavioural intention. Second, Hayes (2013) process method and structured equation modeling (SEM) techniques were applied to determine the mediating role of attitude, perceived norm, and perceived behavioural control of perceived success on the behavioural intention. The results suggested that the teachers’ strength in behavioural intention was in accordance with their perceived success for the case that their self-prediction was positive but that this strength became weaker when teachers’ self-prediction was negative. Attitude and perceived norm mediated the effects only when self-prediction was positive whereas perceived behaviour control did this in both cases. Also, there was a direct effect between perceived success and behavioural intention. It is important that teachers get a chance to experience success with the use of DLMs, enabled either by school leaders (regarding in-service teachers) or by teacher training institutions (regarding pre-service teachers). Only then we will see teachers’ willingness to use DLMs on a regular basis to grow.

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In a teacher education context, this study considers the use of social media for building a professional online presence and learning network. This article provides an overview of uses of social media in teacher education, presents a case study of key processes in relation to professional online presence and learning networks, and highlights issues and challenges for wider consideration. Specific practical illustrations are provided, relating experiences when starting out with social media, integrating coursework challenges for student teachers, and considering feedback and future planning. Social media is used in teacher education for sharing content, discussing, and collaborating. There are challenges and risks with social media in an academic context. Students require differentiated scaffolding depending on their expertise and confidence. In terms of social implications, professionals are warned to safeguard online reputation, while making proactive use of social media to enhance learning networks.

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Online professional development (OPD) programs have become increasingly popular. However, participating in professional development does not always lead to profound professional learning. Previous research endeavours have often focussed on measuring user acceptance or on comparing the effectiveness of OPD with a face-to-face delivery, but there is little knowledge of how the process of professional learning actually occurs in OPD. This study explores how professional learning takes place in an OPD program designed according to the principles of authentic e-learning, and how the learning design and technologies used impact on the professional learning experienced by the participants. The context of the study is an international OPD program in vaccine management developed and offered by World Health Organization. A grounded theory approach was employed to develop a theorised model of the professional learning process in an authentic online learning environment. The findings show that professional learning was facilitated in a dynamic web of interactions rather than by covering content: the learner is at the centre of the process, actively engaged in authentic tasks in collaboration with peers, while mentors and content play a supporting role. Technology facilitates and enables the web of interactions. The learning process was found to bear resemblance to the type of professional learning that occurs in authentic workplace settings, which implies that the authentic e-learning principles provide a helpful learning design framework for OPD.

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As online courses become more common, practitioners are in need of clear guidance on how to translate best educational practices into web-based instruction. Moreover, student engagement is a pressing concern in online courses, which often have high levels of dropout. Our goals in this work were to experimentally study routine instructional design choices and to measure the effects of these choices on students’ subjective experiences (engagement, mind wandering, and interest) in addition to objective learning outcomes. Using randomized controlled trials, we studied the effect of varying instructional activities (namely, assessment and a step-through interactive) on participants’ learning and subjective experiences in a lesson drawn from an online immunology course. Participants were recruited from Amazon Mechanical Turk. Results showed that participants were more likely to drop out when they were in conditions that included assessment. Moreover, assessment with minimal feedback (correct answers only) led to the lowest subjective ratings of any experimental condition. Some of the negative effects of assessment were mitigated by the addition of assessment explanations or a summary interactive. We found no differences between the experimental conditions in learning outcomes, but we did find differences between groups in the accuracy of score predictions. Finally, prior knowledge and self-rated confusion were predictors of post-test scores. Using student behavior data from the same online immunology course, we corroborated the importance of assessment explanations. Our results have a clear implication for course developers: the addition of explanations to assessment questions is a simple way to improve online courses.

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Lecture videos have become an increasingly prevalent and important source of learning content. Lecturer-generated summaries may be used during a video lecture to improve student recall. Furthermore, the integration of a guest lecturer into the classroom may be a beneficial educational practice drawing the learner’s attention to specific content or providing a change of pace. The current study measures the effects of lecturer-generated summaries and the inclusion of a guest lecturer on students’ ability to recall online video lecture contents. Seven sections of a flipped scientific writing course were divided into three groups. The control group videos featured a lecturer speaking with PowerPoint slides in the background. The Summaries Only group viewed the same videos as those of the control, with the addition of lecturer-generated summaries spliced into the middles and ends of the videos, respectively, and these summaries were delivered by the same lecturers of the original video. The Summaries with a Guest Lecturer group viewed the same videos as the control, but with the addition of lecturer-generated summaries respectively spliced into the middles and ends of the videos, and these summaries were instead delivered by a guest lecturer. Student recall was measured through two online multiple-choice quizzes. The results of the study show that the Summaries Only group significantly outperformed the other two groups, while no significant difference was found between the performances of the control and the Summaries with a Guest Lecturer group. The results suggest that lecturer-generated summaries help to improve student recall of online video lecture contents. However, the introduction of a guest lecturer shown in a different setting may cause learners to lose concentration, nullifying the benefit of the summaries.

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Today the digital divide is measured not so much by access to the internet but by people's ability to interact in cyberspace, which calls for specific digital communication skills. These skills are also required for participation in e-learning, bearing in mind that the deaf and hard of hearing have certain characteristics related to their condition.  This study aims to identify inequalities in access to e-learning by those who are deaf or hard of hearing, observe how they are related to social and demographic factors, and confirm whether the accessibility of the e-learning environment has a direct influence on their satisfaction. The study has been conducted via an electronic survey in Spain with a non-probabilistic sample, in line with the characteristics of this sector of the population, recording social and demographic data, and information about the participants' experience of e-learning and their satisfaction with the experience. The representative survey sample consisted of 484 deaf and hard-of-hearing individuals in Spain, aged between 16 and 64. Using a chi-square test for independence we obtained a significant relationship between participation in online courses and the following variables: level of education, knowledge of sign language, and number of members in the household. A correspondence analysis was then carried out to detect particular relationships between classes of the related variables.