17 Bridging the Geographical Divide in Education Through Mobile Learning Pedagogy: A Study of Lecturers in the College Of Education, Michael Okpara University Of Agriculture, Umudike

Abstract

This study investigated the use of mobile devices as a ubiquitous teaching and learning pedagogy. The research design used in this work is the descriptive survey design. The area of the study is Michael Okpara University of Agriculture, Umudike. The population of the study is all the lecturers in the college of education. Since it will not be possible to administer to all the lecturers in the area of study, the researchers used a sample of 91 lecturers in the college of Education, Michael Okpara University of Agriculture, Umudike made up of 50 female lecturer and 41 male lecturers drawn from the seven departments in the college.This sample was obtained through the use of purposive random sampling technique. Findings show that lecturers have manipulative competence and instructional effectiveness using M-learning technologies in Teaching and there are constrains to effective use of m-learning in the classroom such as poor network services and high cost of data. It was recommended thatlecturers in tertiary institutions should be trained on the integration of mobile phone in order to enhance theirmanipulative competence and instructional effectiveness in the use of M-learning technologies in Teaching.Government can introduce customized mobile devices with educational packages uploaded which can be used by teachers in teaching at the tertiary level of education.

Keywords: Innovative pedagogy, M-learning, Mobile technologies

Introduction

The rapid implementation of information and communication technologies in the education sector has greatly enhanced the quality of education and brought about a wide and new methods of teaching and learning. Heiner (2001) pointed out that technology integration in education has brought about a shift from teaching to learning, student-centered approach, enhanced technological competences and collaborative learning.

M-learning or mobile learning is defined as “learning which uses personal electronic devices. Mobile technologies used include handheld computers, MP3 players, notebooks, mobile phones and tablets. M-learning focuses on the mobility of the learner, interacting with portable technologies. Using mobile tools for creating learning aids and materials becomes an important part of informal learning. M-learning is convenient in that it is accessible from virtually anywhere. It is any form of knowledge that is given using hand-held and portable devices. M-learning is a sub-set of e-learning. Mobile learning is the delivery of a wide range of education through mobile phones, PDAs or tablets. Mobile learning has enhanced upon e-learning by taking it a step further and allowing students to learn virtually anywhere a mobile signal is available (Floro, 2011). The most important aspect of the definition is ‘anywhere learning’. This is made possible through portability and mobility.

At the onset, mobile phones were used specifically for making and receiving calls but that has changed. The recent advances in mobile technology are changing the primary purpose of mobile devices from making or receiving calls to retrieving the latest information on any subject. Mobile technologies are hand held electronic devices and gadgets used for educational and instructional purposes. Mobile technologies currently give lecturers and students opportunities to utilize mobile application in supporting learning activities. Access to classroom activities and information on mobile devices provides a continuous learning inside and outside the classroom. M-learning can be used for distance education or with students whose courses require them to be highly mobile. Mobile devices facilitate online interaction between instructor and student, and student to student. Learning can be done while the students are on the move. It can be done in the car, plane, bus, ship provided there is Internet connection. Mobile devices in the classroom can be used to enhance student-centered learning, group learning, group collaboration among students. The application of m-learning in education has the following benefits:

1. It replaces resources such as textbooks, visual aids, and presentation technology such as overhead projectors and data projectors.
2. M-learning enables teachers to be at different places at the same time.
3. It reduces the burden of teachers being physically present.
4. It provides rich application and resources.
5. It is flexible and self-paced
6. Its portability and mobility makes it to be a convenient mode of learning at any time and any place.
7. M-Learning is not constrained by geographical or physical boundaries.

According to Feser (2010) the proliferation of mobile devices, portability, inbuilt resources and its increasing capabilities and access to internet has given rise to its adaptation in the education sector resulting to the new term m-learning. M-Learning is the use of mobile technology to aid in the learning, reference or search of information useful to an individual.

Adedoja, Botha and Ogunleye (2012) opined that the opportunities presented through mobile technology are rapidly expanding and the focus is on how it can be incorporated to support learning. Mobile learning has the potential to enhance educational environments by providing access to information and communication capacities in a personal and ubiquitous manner. Mobile learning can be defined as any educational activity that allows individuals to interact with, or creating information through portable mobile devices that the individual carries on a regular basis. Mobile devices can now be used to support learning anywhere and anytime, to support social learning and knowledge sharing. Mobile technologies are used to improve the productivity and efficiency of learners by delivering information and support just-in-time and in context for their immediate priorities. The Mobile platform provides learning activities such as quiz, chats, lessons, news forum through portable mobile devices. Students can use less expensivecustomized mobile phones with programmed courses without purchasing very expensive phones.

Adesola (2013) stated that the University of Ibadan has created wider access to learning through the application of mobile technology to learning. There are estimated to be 1.5 billion mobile phones in the world today and presently, Nigeria alone has over 107.4 million mobile phone subscribers (Prensky, 2004; NCC, 2012). In fact, half of the world’s population already has some type of mobile phone, making it the most widely spread and most common electronic device in the world. It is very pertinent to explore this new trend in pedagogical andandragogical shift in the field of education. Mobile phones can indeed help to increase communication and interaction and enhance the quality of learning, particularly in distance education.

According to Osang(2016) Mobile learning has been simply defined as learning that takes place with the help of mobile devices. It is an educational provision where the sole or dominant technologies are handheld or palmtop devices. Mobile learning deals with the use of mobile or wireless devices for the purpose of learning while in motion. Chaka and Govender (2014) asserted that the world has passed through different phases of technology enhanced learning ranging from e- learning which emphasizes the general integration of ICT in education to specifically mobile learning which is an extension or aspect of e-learning.

According to Ajanaku (2016),the liberalization of the telecommunicationindustry has brought mixed blessings. Barriers erected by distance have been demolished through the application of mobile phones in teaching and learning. Mobile phones have become ubiquitous in Africa and the use of basic phones are most common among youths and adults. Before the mobile phone arrived in Africa, few people had access to landlines. According to the Nigerian Communications Commission (NCC), total subscriber figure as at June 2016 is 107.01 while teledensity has risen to 106.32percent. ‘Telephone density or tele-density is the number of telephone connections for every hundred individuals living within an area. Teledensity measured the percentage of a country’s population with access to telecommunications services as determined by the subscriber base. Nigeria’s teledensity is currently calculated by the NCC on a population of 170 million people. The Nigerian Communications Commission, NCC reported that of the 149,818,906 active lines, the GSM networks (mobile phones) had 149,179,083 active lines (Premium Times, 2016).

Before integrating mobile phones in teaching, lecturers should as much as possible have thorough knowledge of some mobile learning frameworks based on different learning theories. No demographic is immune from this phenomenon. Both young people and adults are increasingly connected and are digitally communicating with each other in ways that would have been impossible only a few years ago. With mobile technology, learning can take place anytime, anywhere including at home, in a car, in hotels. It is much easier to accommodate several mobile devices in a classroom than several desktop computers. Mobile phones can be used even while on traffic or in the bedroom.

The use of mobile phones engage learners interest. Young people who may have lost interest in education prefer to play around with mobile phones, gadgets, games devices etc. Gaming has become a perversion of the upcoming generation but can be used to advantage by the introduction of Learning Games on the Mobile phones. It also allows for immediate feedback to the Learner, educators and the parents. This encourages prompt correction of lapses and encourages better performance. Stockwell (2012) was of the view that mobile phones enables us to have everything (calendars, train schedules, tablet computers, books) in one place on a device that we typically carry with us anyway. Caudill (2007) Opined that rn-Learning is a new field and research is still in a stage where different categories of m-Learning pedagogy are being developed, identified, and researched. It is a flexibly teaching and learning pedagogy in which any e-Learning application is delivered on-demand via mobile digital device. M-learning can also be regarded as the point at which mobile computing and e-Learning intersect to produce an anytime, anywhere learning experience (Kambourakis, Kontoni, a&Sapounas cited in Caudill, 2007).

Naismith et al. (2005)highlights a number of new challenges when adopting mobile technology in learning and teaching:

1. The epileptic and expensive nature of the data connections in Nigeria would be a major barrier.
2. It might lead to the learners joining negative groups, which might threaten the learners’ safety. Reference case is the recently publicized death of a Nigerian student caused by the use of social media vividly underscores grave dangers people are exposed to in the hands of those who abuse the technology.
3. Cost and maintenance of mobile phones can be expensive. Data plan is also very costly. It is one thing for a student to have a smart phone and another for that student to be able to pay for enough time or unlimited data access.
4. Some teachers and learners find it difficult to accept rn-learning as a pedagogical and androgogical medium.
5. The small screen size might affect the eyes
6. The small font size also have adverse effect on the eyes.

Kreutz (2010) stated that Mobile phones have tiny screens and keyboards, and need an agile finger to handle them. The small fonts obtained as a result of the tiny screen is also a problem to those with eye problem. Mobile phones can get lost quickly because of their small size. Caudill (2007) posited that a class website is not helpful if none of the students have Internet access, just as course notes distributed on CD are not helpful if students do not have access to computers to access the CD. Short Message Service (SMS) system is useless if learners do not have access to SMS-capable mobile phones or devices to play MP3 files. It is very dangerous to assume that all learners will have access to mobile phones, while at the same time mandating the purchase and use of what can be very expensive smart phones can be a challenge as well.

According to IfinedoEloho (2013) the evolution of the mobile phones has further enhanced mobile learning in various ways. Mobile learning is the use of portable wireless device for learning. In 1985, Nigerian Telecommunications Limited (NITEL) was established and enjoyed monopoly of providing the service till 1992 when the sector was deregulated and Nigerian Communications Commission (NCC) was established. Private Telecommunications Operators also emerged and provided telecommunications services though they were interconnected to NITEL. In 2001, as a result of NITEL’s inability to meet the ever increasing demand of the telecommunication service, by the populace GSM was introduced. Four wireless licenses were allotted by NCC to MTN, Econet (now Airtel), M-Tel and Globa-com later in 2003. Currently as at April 2013, the subscriber data reflects that there are approximately l65million connected lines comprising of mobile GSM. M-learning is the facilitation of learning and access to educational materials for students using mobile devices via a wireless medium. In these definitions, it can be observed that the availability of the appropriate mobile device, the access to the wireless network and the need to acquire knowledge is what culminates in the m-learning experience. Mobile learning establishes a bridge between the formal and informal learning. Ben Moussa (2003) was of the opinion that m-learning enables learning outside the class-room and even remote places. This implies learning is not location specific.

The collaborative features of the technology such as SMS messaging, digital videos serves as a medium for cooperation, communication and an atmosphere for teamwork between students and instructors (who may be geographically distributed). The mobile device is portable in that, it is light- weighted and easy to carry around. In built resources such as organizers, calendars, maps etc. assist learners plan their time and creates a personalized atmosphere for the individual learning. Mobile learning supports the quick delivery of learning materials that are tailored to meet the individual and collective students’ needs or learning goals. These materials are current and up to date. Delivery is in real time and can be in multimedia formats. This learning style offered over the wireless network can be adjusted to suit whatever change in learning goals that may arise. Hence, reflecting the flexibility in the mode of learning. It is learner centered since the learner takes the responsibility of the learning decision and direction ( Oyelere, Jarko&Eriki ,2016).

Statement of the Problem

Initially, mobile devices were not designed for use in the education context but as technology permeated all facets of human activities including education, stakeholders in education adopted m-learning as an innovated technique in the field of education. The integration of mobile devices in education was due to the fact that research has shown that it can be effectively integrated in the field of education, enhancing and supporting teaching and learning. The problem of the study can be stated in a question; To what extent do lecturers in the college of education, Michael Okpara University of Agriculture utilize M-leaning in teaching and learning and what are the challenges in the application of M-learning in the field of education?

Objectives of the Study

The aim of this paper was to investigate the potentials and constraints of integratingm- learning in the classroom. Specifically this study sought to:

1. ascertain the manipulative competence and instructional effectiveness of lecturers using M-learning technologies in Teaching.
2. find out the extent mobile devices are used in teaching and learning in the college of education, Michael Okpara University of Agriculture,Umudike.
3. determine the constraints to the use of mobile devices as a mode of teaching and learning.

Research Questions

The following research questions are posed to guide the study:

• To what extent do lecturers possess manipulative competence and instructional effectiveness in the use of M-learning technologies in Teaching.
• To what extent are mobile devices used in teaching at the tertiary level of education?
• What are the constraints to the use of mobile devices as a mode of teaching?

Methodology

The research design used in this study is the descriptive survey design. The area of the study is Michael Okpara University of Agriculture, Umudike. The population of the study is all the lecturers in the college of education. Since it will not be possible to administer to all the lecturers in the area of study, the researchers used a sample of 91 lecturers in the college of Education, Michael Okpara University of Agriculture, Umudike made up of 50 female lecturer and 41 male lecturers drawn from the seven departments in the college.This sample was obtained through the use of proportionate random sampling technique. The breakdown of the sample using proportionate random sampling technique was represented in the table below:

Departments Number of lecturers selected
Department of Agricultural Science Education.	13
Department of Psychology and Counseling	13
Department of Adult and Continuing Education	13
Department of Educational Management	13
Department of Science Education	13
Department of Industrial Technology Education	13
Department of Library and Information Science.	13 Total 91

Source: Field Survey,2020

The instrument for data collection was the questionnaire. The instrument was developed by the researcher and it was titled” Investigating the extent rn-learning is used in teaching in MOUAU”. The instrument was developed bearing in mind the three research questions. It was structured based on a 4-point measuring scale. It contains 28 items. The instrument was validated by 3 experts. Two are educational technology integration specialists. The third validate is an expert in measurement and evaluation in the department of science education, Michael Okpara University of Agriculture, Umudike. The validates went through the items in the instrument and made corrections in respect to face validity, clarity, as well as the appropriateness of the instructions to the respondents. A mean of 2.5 was used as a criteria for decision making for each item. Therefore, any item with a mean of 2.5 and above was accepted as agree while any item with a mean below 2.5 was disagreed

Findings

The results of this research are presented in line with the research questions. The result was analyzed using mean with standard deviation. The findings are presented in the tables below.

Research question 1: To what extent dolecturers have manipulative competence and instructional effectiveness using M-learning technologies in Teaching at Michael Okpara University of Agriculture, Umudike?

Table 1: Mean Ratings and Standard Deviation of lecturers on the Extent to which they have manipulative competence and instructional effectiveness using M-learning technologies in Teaching

Female Lecturers 50									Male Lecturers 41
S/N	Questionnaire item	VHE	HE	LE	VLE	X	SD	Deci	VHE		HE	LE	VLE		X		SD		Deci
		4	3	2	1				4		3	2	1
1	I have knowledge of mobile apps technology	40	6	1	3	3.66	0.8	Agree	20		8	8	5		3.07		1.02		Agree
2.	I have manipulative skills in the use of mobile app technology	18	18	7	7	2.94	1.04	Agree	17		9	5	10		2.82		1.08		agree
3.	I have the ability of using mobile app technologies for delivery of instruction	42	5	1	2	3.74	0.69	Agree	16		10	5	10		2.8		1.17		agree
4.	I have mastery in using other mobiledevices for academic exercise	20	15	8	7	2.96	1.07	Agree	15		11	5	10		2.77		1.52		agree
5.	I have value for use of mobile technology towards delivery of instruction	29	10	8	3	3.30	0.95	disagree	16		12	6	7		2.92		1.34		agree
6.	M-learning application enhances effective instructional delivery	26	15	4	5	3.24	0.94	disagree	13		7	11	10		2.6		1.28		agree
7.	I have good attitude towards the use of mobile technologies for educational purpose	15	15	8	12	2.66	1.16	Agree	9		19	9	4		2.85		1.46		Agree
8.	Possess advance skill in using smart phones for instruction	37	6	3	4	3.52	0.93	. Agree	10		12	11	8		2.62		1.21		agree
9.	I have conducted synchronous learning through smart phone	31	10	4	5	3.34	1.00	disagree	9	11		14	7	2.57		1.35		Agree
10.	I have engaged in asynchronous learning through mobile device.	35	11	2	2	3.58	0.76	Agree	8	7		15	11	2.32		1.43		Disagree
Mean for female lecturers =2.92 Grand mean for both female and male lecturers=2.82									Mean for male lecturers =2.73

Results in Table 1 show mean ratings of female lecturers and male lecturers on the extent to which they use m- learning in teaching and learning. Out of the 10 items that elicited information on the above, female lecturers had high mean rating of 3.66, 2.94, 2.74, 2.96, 3.30, 3.24, 2.66, 3.52, 3.34 and 3.58 on all the items ranging from numbers 1 – 10. Male lecturers had high mean on all items apart from item 10 with low mean of 2.32.The grand mean for both female lecturers and male lecturers is 2.82. This indicates that both female lecturers and male lecturers in the college of education, Michael Okpara University of Agriculture, Umudikehave manipulative competence and instructional effectiveness using M-learning technologies in Teaching.

Table 2: Mean Ratings and Standard Deviation of lecturers on the Extent to which M-learning is used in Teaching at Michael Okpara University of Agriculture, Umudike?

Female Lecturers 50										Male Lecturers 41
S/N	Questionnaire item	VHE	HE	LE	VLE	X	SD		Dec.	VHE	HE	LE	VLE	X	SD		Dec.
		4	3	2	1
										4	3	2	1
11.	I have had classroom interactions with students using mobile phones	30	9	7	4	3.3	1.09		Agree	12	11	9	9	2.63	1.53		Agree
12.	I have used Mobile phones to access the internet for academic activities	25	14	6	5	3.18	1.05		Agree	14	8	12	7	2.70	1.65		Agree
13.	I have asked my students to bring their mobile phones to the class for academic activities	12	18	13	7	2.7	0.78		Agree	8	10	12	11	2.36	1.77		Disagree
14.	I encourage students to call me on phone for any academic problem	24	12	7	7	3.06	1.16		Agree	113	12	9	9	2.60	1.48		Agree
15.	I have used mobile phones to give and receive short quiz	21	15	6	8	2.98	0.84		Agree	12	15	8	6	2.80	1.42		Disagree
16	I encourage my students to send test message to me on any academic issues.	28	13	3	6	3.26	0.74		Disagree	10	11	8	12	2.46	1.61		Disagree
17.	I reply their test messages immediately to clarify them on areas they don’t understand	20	14	9	7	2.94	1.22		Agree	17	12	6	6	2.97	0.38		Agree
18.	I have had video chat with my students for academic matter using mobile phone.	13	10	11	16	2.4	0.98		Disagree	9	8	13	11	2.36	1.81		Disagree
19.	I call students often to set up class activities	25	12	5	8	3.08	1.03	Agree		15	12	8	6	2.87		1.49		Agree
20.	When I travel, I always keep in touch with my students through the telephone	22	10	10	8	2.92	0.66	Agree		17	13	4	7	2.90		1.32		Agree
Mean for female =2.98 Grand mean for both female and male lecturers= 2.82										Mean for male= 2.66

Results in Table 2 show mean ratings of female lecturers and male lecturers on the extent to which they useM-learnin in Teaching at the college of Education, Michael Okpara University of Agriculture, Umudike? Out of the 10 items that elicited information on the above, female had high mean rating of 3.3, 3.18, 2.7, 3.06, 2.98, 3.26, 2.94, 2.4, 3.08 and 2.92 on all items apart from item 18 which recorded low mean rating of 2.4. Male lecturers recorded high mean on 7 items and low mean rating of 2.36, 2.46 and 2.36 on items 13, 16 and 18. The grand mean for both female lecturers and male lecturers is 2.82. This indicates that both female lecturers and male lecturers in the college of education, Michael Okpara University of Agriculture, Umudike utilize M-learning technology to a high extent in teaching and learning.

Research Question 2: What are the constraints to use of M-learning in teaching by lecturers in Michael Okpara University of Agriculture, Umudike?

Table 3: Mean ratings and standard deviation of lecturers on the constraints to the application of M-learning in teaching at Michael Okpara University of Agriculture, Umudike?

Female Lecturers 50												Male Lecturers 41
S/N	Questionnaire item	SA		A	D	SD	X		SD		Dec.	SA	A		D		SD		X		SD		Dec.
		4		3	2	1
												4	3		2		1
21.	Mobile phones used for m-learning are expensive	38	8		2	2	3.64	0.75		Agree		16		9		8		8		2.85		1.74		Agree
22.	Inputting of the text is difficult on the small keypads	35	10		3	2	3.56	0.79		Agree		12		14		9		6		2.82		1.70		Agree
23.	The small screen of mobile phones causes eye problem	37	9		3	1	3.64	0.70		Agree		15		11		7		8		2.82		1.70		Agree
24.	The small fonts as a result of the small screen makes me strain my eyes	36	7		5	2	3.54	0.84		Agree		16		8		6		11		2.75		1.56		Agree
25.	Poor network is a constraint to the use of m-learning	32	11		4	3	3.44	0.88		Agree		10		13		7		11		2.55		1.52		Agree
26.	data needed for browsing the internet for academic activities is expensive	32	15		2	1	3.56	0.68		Agree		12		12		6		9		2.5		1.48		Agree
27.	Sometimes students send abusive text which is annoying	40	7		2	1	3.72	0.64		Agree		13		14		6		8		2.82		1.70		Agree
28.	The unavailability of network is a constrain to the use of mobile phones in teaching	28	14		6	2	3.36	0.81		Agree		16		12		7		6		2.97		1.89		Agree
Mean for female lecturers = 3.13 Grand mean for both female and male lecturers= 2.78												Mean for male lecturers= 2.44

Results in Table 3 show mean ratings of female lecturers and male lecturers on the constrained to the use of m-learning in teaching.. Out of the 10 items that seek information on the above, female lecturers had high mean rating of 3.64, 3.56, 3.64, 3.44, 3.56, 3.72, 3.72, , on all the items ranging from numbers 21-27 with low mean of 3.36 on item 28. Male lecturers agreed to all the items by recording high mean on all the items. The grand mean for both female lecturers and male lecturers is 2.78. This indicates that both female lecturers and male lecturers in the college of education, Michael Okpara University of Agriculture, Umudike agreed that there are constrains in the use of m-learning in the classroom such as poor network services and high cost of data.

Recommendations

On the basis of the research findings, the following recommendations were made:

1. Lecturers in tertiary institutions should be trained on the integration of mobile phone in order to enhance theirmanipulative competence and instructional effectiveness in the use of M-learning technologies in Teaching.
2. Government can introduce customized mobile devices with educational packages uploaded which can be used by teachers in teaching at the tertiary level of education?
3. The constraints to the use of mobile devices as identified in the study such as poor network services, and expensive data charges can be ameliorated if government can subsidize these charges and introduce low data packages for teachers.

Conclusion

The innovation in the field of education through the application of M-learning is a welcome development. M-learning has shown to be an effective pedagogy that can be used for knowledge sharing and support learning anywhere and anytime. It has the potential to enhance teaching and learning process by providing access to information and communication capacities in a personal and ubiquitous manner. It allows individuals to interact with, or create information through portable mobile devices that the individual carries on a regular basis. Mobile technologies are used to improve the productivity and efficiency of learners by delivering information and support just-in-time and in context.

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