Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities
Volume 4, Issue 6-1, December 2015, Pages: 1-8
Received: Sep. 3, 2015;
Accepted: Oct. 8, 2015;
Published: Nov. 30, 2015
Views 3574 Downloads 86
Titus A. Umoru, Business Education, Kwara State University, Malete, Ilorin, Nigeria
The study centered on m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities. The study identified 33 critical challenges, purposes and benefits of m-learning utilization that affect business education outcomes. The research question “what are the m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities?” was answered. One hypothesis “significant difference does not exist between students and teachers’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities” was tested. Descriptive survey design was adopted for the study. M-learning Utilization Challenges, Purposes and Benefits Questionnaire (MUCPBQ) was used to gather data for the study. Cronbach Alpha was used to determine the reliability of the questionnaire which yielded a reliability coefficient of 0.74. The questionnaire items were administered on 281 teachers and 262 students who are registered members of the Association of Business Educators of Nigeria. All the respondents completed and returned their questionnaire. The data collected to answer the research question were analyzed using mean and standard deviation and the hypothesis was tested using one way Multivariate Analysis of Variance (MANOVA) at 0.05 level of significance. It was found that m-learning devices have utilization challenges, learning purposes and benefits and there was no significant difference between teachers and students’ responses regarding m-learning utilization challenges, learning purposes and benefits for improved business education outcomes in Nigerian Universities (F (1, 541) = 1.67, P= 0.173). It was recommended, among others, that students, teachers and concerned university authorities should embrace the opportunities offered by m-learning devices by ensuring their effective utilization so that the challenges of utilizing m-learning devices would be overcome and the required business education outcomes achieved.
Titus A. Umoru,
Analysis of M-learning Utilization Challenges, Learning Purposes and Benefits for Improved Business Education Outcomes in Nigerian Universities, Education Journal. Special Issue: New Dimensions in Vocational Business Education Teaching and Learning.
Vol. 4, No. 6-1,
2015, pp. 1-8.
Ali, A. (2006). Conduction Research in Educational and Social Sciences. Enugu: Tashiwa Networks Ltd.
Ally, M. & Tsinakos, A. (2014). Perspectives on Open and Distance Learning: Increasing Access Through Mobile Learning. Athabasca University. col. Retrieved from www.col.org.
Anonymous (1995). “How did you get your start in training?” Training and Development, 49(3), 16.
Chen, B. & Denoyelles, A. (2013). Exploring Students’ Mobile Learning Practices in Higher Education. Educause Review Online from www,educause.edu/ero/article/exploring.
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge & L. Y. Muileburg (Eds.), Handbook of mobile learning. Florence KY: Rutledge pg 3-14.
Dehlstrom, E. (2012). ECAR study of undergraduate students and information technology. Education Centre for Applied Research. Retrieved from www.educause.edu/ero/article/exploring.
Ezeh, C. E. (2010). “Problems Militating Against Research in Business Education in Selected Tertiary Institutions in Nigeria,” Business Education Journal, 7(2), 55-59.
Kopfer, E., Squire, K. & Jenkins, H. (2002). Environmental Detectives: PDAs as a Window into a Virtual Simulated World. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education. Vaxjo Sweeden: IEEE Computer Society, 95-98.
Leem, J. & Lim, B. (2007). “The Current Status of E-learning and Strategies to Enhance Educational Competencies in Korean Higher Education” The International Review of Research in Open and Distance Learning, 8(1), 46-53.
Mandala, A. S. (2013). The Uses of ICTs Among Nigerian University Students in North-Central Nigeria. A Paper presented at the Conference on Nigerian Educational Reform, Ministry of Education, Abuja, 20-23, June.
Manir, K. A. (2009). “Problems, Challenges and Benefits of Implementing E-learning in Nigeria Universities: An Empirical Study.” International Journal of Educational Technology, 4(1), 66-69.
McGuire, E. & Gubbins, E. (2010). “The slow death of formal learning: A Polemic,” Human Resource Development, 64(12), 42-44.
Nworgu, B. G. (2006). Educational Research: Basic Issues and Methodology, (2nd Ed). Nsukka: University Trust Publishers.
Onah, B. I. (2013). Development of Digital Empowerment Programme for Students on E-Learning in the Universities in South-East Geopolitical Zone of Nigeria. An Unpublished PhD Thesis Submitted to the Department of Vocational Teacher Education, University of Nigeria, Nsukka.
Patel, L. (2010). “International systems design in an on-demand world,” Training and Development, 64(12), 42-44.
Perry, D. (2003). Hand-held Computers (PDAs) in Schools. Coventry, UK: Becta (for DfEs). Retrieved on July, 2015 from www.becta.org.uk/research/cfm?section=1&id=541.
Quinn, C. (2007). “M-learning, Wireless, In-Your-Pocket Learning” Fall 2000.
Sergio, F. F. (2015). Retrieved on 1st September from http://www.fastcodesign.com/1669896/10-ways-that-mobile-learning-will-revolutionize-education.
Sharples, M. & Jeffery, N. (2002). Next-generation paradigms and Interfaces for Technology Supported learning in a mobile environment exploring the potential of ambient intelligence. MoBllearn. On-line.
Shawe, D. (2013). 12 Benefits of Mobile Learning: Academy of Vocational and Professional Training www.academy.expressources.com.
Umoru, T. A. (2012). “Barriers to Use of Information and Communication Technologies in Teaching and Learning Business Education” American Journal of Business Education, 5(5), 575-580.
Umoru, T. A. (2013). “Value-based Business Education for Empowerment, Self-reliant and Poverty Reduction in Nigeria.” World Journal of Education, 3(6), 35-40.
US Department of Education (2015). http://www.ed.gov/oii-news/use-technology-teaching-and-learning. Retrieved 1st September.
Valk, J., Rashid, A. T., & Laurent, E. (2010). Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia. The International Review in Open and Distance Learning, 11(1), 1.
Vavoula, G. N. & Sharples, M. (2002). KLeOS: A Personal, mobile, knowledge and learning organization system. In Milrad, M. Hoppe, U and Kinshuk (Eds.) Proceedings of the IEEE International Workshop on mobile and wireless technologies in Education (WMTE2002), Aug.29-30, Vaxjo, Sweeden, 152-156.
West, D. M. (2013). Mobile Learning: Transforming Education, Engaging Students and Improving Outcomes. Brookings Centre for Technology Innovation. www.brookings.edu.
Wylie, J. (2014). Mobile Learning Technologies for 21st Century Classrooms. Retrieved form www.scholarstic.com on 12/06/2015.