INVESTIGATION OF MOBILE LEARNING READINESS ACCORDING TO SMART PHONE USAGE

Year 2021, Issue: 57, 362 - 381, 30.01.2021

Mustafa Sırakaya Didem Alsancak Sırakaya

Abstract

The
aim of this study is to determine mobile learning readiness of associate degree
students' and investigate the variance in their readiness according to their
smartphone usage. The sample of the research carried out in the survey model
consisted of 273 associate degree students. Mobile learning readiness scale was
used as data collection tool. Descriptive statistics, t-test and ANOVA analysis
were used to analyze data. The findings showed that students have students have
medium level mobile learning readiness. Mobile learning readiness of students
does not vary according to genders, grade levels and high school whereas it
varies significantly according to the department. As soon as they wake up,
students who control their smartphone have a significantly higher level of
mobile learning readiness. Mobile learning readiness does not differ according
to smartphone usage for academic purposes. Research results indicate that
smartphone usage experience (smartphone usage year, number of daily smartphone
checks) may change mobile learning readiness.

Keywords

mobile learning, m-learning, mobile learning readiness, smartphone

MOBİL ÖĞRENME HAZIRBULUNUŞLUĞUNUN AKILLI TELEFON KULLANIMINA GÖRE İNCELENMESİ

Abstract

Bu
çalışmayla ön lisans öğrencilerinin mobil öğrenme hazırbulunuşluklarının
belirlenmesi ve akıllı telefon kullanımlarına göre değişiminin incelenmesi
amaçlanmıştır. 273 ön lisans öğrencisinin katılımıyla gerçekleştirilen çalışma
tarama modelinde yürütülmüştür. Çalışmada veri toplamak amacıyla mobil öğrenme hazırbulunuşluk
ölçeği kullanılmıştır. Araştırma sonucunda öğrencilerin orta düzeyde mobil
öğrenme hazırbulunuşluğuna sahip olduğu görülmüştür. Mobil öğrenme
hazırbulunuşluğu cinsiyet, sınıf ve liseye göre değişmezken, öğrenim görülen
bölüme göre anlamlı değişiklik göstermektedir. Uyanır uyanmaz akıllı telefonunu
kontrol eden öğrencilerin hazırbulunuşlukları etmeyenlere göre anlamlı derecede
yüksekken, yanında şarj aleti taşıma, gece uyumadan önce akıllı telefonunu
kontrol etme ve gece akıllı telefonunu kapatmanın mobil öğrenme
hazırbulunuşluğunu değiştirmediği görülmüştür. Akademik amaçlar için akıllı
telefon kullanımı mobil öğrenme hazırbulunuşluğu farklılaştırmazken, alışveriş
yapmak, gündemi takip etmek, sosyal ağlara bağlanmak ve oyun oynamak için kullanan
öğrencilerin mobil öğrenme hazırbulunuşluğunun anlamlı derecede daha yüksek
olduğu belirlenmiştir. Ayrıca araştırma sonuçları akıllı telefon kullanım
deneyiminin (akıllı telefon kullanım yılı, günlük akıllı telefonu kontrol etme
sayısı) mobil öğrenme hazırbulunuşluğunu değiştirebileceğine işaret etmektedir.

Keywords

mobil öğrenme, m-öğrenme, mobil öğrenme hazırbulunuşluğu, akıllı telefon

References

• Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93–102.
• Aljuaid, N. M. F., Alzahrani, M. A. R., & Islam, A. Y. M. (2014). Assessing mobile learning readiness in Saudi Arabia higher education: An empirical study. Malaysian Online Journal of Educational Technology, 2(2), 1-14.
• Andaleeb, A. A., Idrus, R. M., Ismail, I., & Mokaram, A. K. (2010). Technology readiness index ( TRI ) among USM distance education students according to age. International Journal of Human and Social Sciences, 5(3), 189-192.
• Bae, S. M. (2017). The relationship between the type of smartphone use and smartphone dependence of Korean adolescents: National survey study. Children and Youth Services Review, 81, 207-211
• Buckenmayer, J. (2008). Revisiting teacher adoption of technology: Research implications and recommendations for successful full technology integration. College Teaching Methods & Styles Journal, 4(6), 7-10.
• Büyüköztürk, Ş. (2007). Sosyal Bilimler İçin Veri Analizi El Kitabı. Ankara: PegemA Yayıncılık.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
• Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 1054–1064.
• Cheong, J.H. 6 Park, M.-C. (2005), Mobile internet acceptance in Korea. Internet Research, (15) 2, 125-140.
• Christensen, R., & Knezek, G. (2017). Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in Human Behavior, 76, 112-121.
• Christensen, R., & Knezek, G. (2018). Reprint of Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in Human Behavior, 78, 379-388.
• Cochrane, T. (2014). Mobile social media as a catalyst for pedagogical change. In J. Viteli, & M. Leikomaa (Eds.), Proceeding of EdMedia: World conference on educational Media and technology 2014 (pp. 2187-2200). Association for the Advancement of Computing in Education (AACE).
• Corbell, J. R., & Valdes-Corbell, M. E. (2007). Are u ready for mobile learning? Educause Quarterly, (2), 51–58.
• Creswell, J. W. (2012). Educational research: Planning, conducting and evaluatingquantitative and qualitative research. Boston: Pearson Education.
• Çelik, A. (2013). M-öğrenme tutum ölçeği: Geçerlik ve güvenirlik analizleri. Eğitim ve Öğretim Araştırmaları Dergisi, 2(4), 172–185.
• Demir, K., & Akpınar, E. (2016). Mobil öğrenmeye yönelik tutum ölçeği geliştirme çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 6(1), 59-79.
• Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
• Furió, D., Juan, M. C., Seguí, I., & Vivó, R. (2015). Mobile learning vs. traditional classroom lessons: a comparative study. Journal of Computer Assisted Learning, 31(3), 189-201.
• Garcia-Cabot, A., de-Marcos, L., & Garcia-Lopez, E. (2015). An empirical study on m-learning adaptation: Learning performance and learning contexts. Computers & Education, 82, 450-459.
• Georgieva, E., Smrikarov, A., & Georgiev, T. (2005). A general classification of mobile learning systems. International conference on computer systems and technologies-CompSysTech , 8, 14–16
• Gökçearslan, Ş., Solmaz, E., & Kukul, V. (2017). Mobil öğrenmeye yönelik hazırbulunuşluk ölçeği: Bir uyarlama çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 143-157.
• Hendel-Giller, R., & Stepich, D. A. (2007). Diane King: Rapid design approach to designing instruction. In P. A. Ertmer ve J. Quinn (Eds.), The ID casebook: Case studies in instructional design (pp. 201–205). Upper Saddle River, NJ: Pearson.
• Huang, Y.-M. & Chiu, P.-S. (2014), “The effectiveness of a meaningful learning-based evaluation model for context-aware mobile learning”, British Journal of Educational Technology. 46 (2), 437-447.
• Hussin, S., Manap, M. R., Amir, Z., & Krish, P. (2012). Mobile learning readiness among Malaysian students at higher learning institutes. Asian Social Science, 8(12), 276.
• Jeno, L. M., Grytnes, J. A., & Vandvik, V. (2017). The effect of a mobile-application tool on biology students' motivation and achievement in species identification: A self-determination theory perspective. Computers & Education, 107, 1-12.
• Khwaileh, F. M., & AlJarrah, A. A. (2010). Graduate students’ perceptions toward mobile-learning (m-Learning) at the University of Jordan. Instr. Technol, 7(10), 15–23.
• Köse, U., Koç, D., & Yücesoy, S. A. (2013). An augmented reality based mobile software to support learning experiences in computer science courses. Procedia Computer Science, 25, 370–374.
• Lee, Y. K., Chang, C. T., Lin, Y., & Cheng, Z. H. (2014). The dark side of smartphone usage: Psychological traits, compulsive behavior and technostress. Computers in Human Behavior, 31, 373-383.
• Lin, H. H., Lin, S., Yeh, C. H., & Wang, Y. S. (2016). Measuring mobile learning readiness: Scale development and validation. Internet Research, 26(1). 265-287.
• Lin, Y. T., & Lin, Y. C. (2016). Effects of mental process integrated nursing training using mobile device on students’ cognitive load, learning attitudes, acceptance, and achievements. Computers in Human Behavior, 55, 1213-1221.
• Mahat, J., Ayub, A. F. M., & Luan, S. (2012). An assessment of students’ mobile self-efficacy, readiness and personal innovativeness towards mobile learning in higher education in Malaysia. Procedia-Social and Behavioral Sciences, 64, 284-290.
• Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76–85.
• Niazi, R. (2007). Desing and implementation of a device-independent platform for mobile learning. Unpublished Mc Thesis. The University of Guelph, Canada.
• Park, S.Y., Nam, M.-W. & Cha, S.-B. (2012). University students' behavioral intention to use mobile learning: evaluating the technology acceptance model. British Journal of Education Technology, 43(4), 592–605.
• Peters, K. (2007). m-Learning: Positioning educators for a mobile, connected future. International Journal Of Research in Open and Distance Learning, 8(2), 1–17.
• Sabah, N. M. (2016). Exploring students' awareness and perceptions: Influencing factors and individual differences driving m-learning adoption. Computers in Human Behavior, 65, 522-533.
• Sağır, F., & Göksu, H. (2015, Aralık). Öğretmen adaylarının mobil eğitim uygulamalarına yönelik tutumları : K.K.T.C örneği. Paper presented at VI. Eğitim Yönetimi Forumu. KKTC.
• Semertzidis, K. (2013). Mobile application development to enhance higher education lectures. Unpublished MC Thesis. University of York.
• Sha, L., Looi, C., Chen,W., & Zhang, B. H. (2012). Understanding mobile learning from the perspective of self-regulated learning. Journal of Computer Assisted Learning, 28(4), 366-378.
• Shuler, C., Winters, N., & West, M. (2013). The future of mobile learning: Implications for policy makers and planners. United Nations Educational, Scientific and Cultural Organization (UNESCO), 7-35.
• Sırakaya, M. & Alsancak Sırakaya, D. (2017). Ön lisans öğrencilerinin mobil öğrenme tutumlarının çeşitli değişkenler açısından incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 1085-1114.
• Sung, E., & Mayer, R. E. (2013). Online multimedia learning with mobile devices and desktop computers: An experimental test of Clark’s methods-not-media hypothesis. Computers in Human Behavior, 29(3), 639-647.
• Trifonova, A. & Ronchetti, M. (2003). Where is mobile learning going?. E-Learning in Corporate, Government, Healthcare, and Higher Education, 1, 1794-1801.