Two-way text messaging: an interactive mobile learning environment in higher education

Premadasa, H. K. Salinda; Meegama, R. G. N.

doi:10.3402/rlt.v24.31818

Cited by 6 publications

(7 citation statements)

References 10 publications

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“…Student responses indicated high motivation to use a mobile device as a tool allowing them to access learning materials anytime, anywhere. Student attitudes and perceptions reveal an implicit understanding of accessibility, in line with what previous studies (i.e., Holenko Dlab, Hoic-Bozic, & Boticki, 2017;Premadasa & Meegama, 2016;Traxler, 2007) have demonstrated-that mLearning extends students' capacity to access information by allowing them to carry mobile devices. One reported, "It is convenient for people, so they are not locked into being stuck at a desktop computer.…”

Section: Accessing Academic Materialssupporting

confidence: 86%

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Graduate Students’ Attitudes and Perceptions Towards Mobile Learning at King Khalid University (Saudi Arabia)

2021

IUGJEPS

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Mobile Learning (mLearning) has become an influential educational technology in higher education. With the internet and other technological developments, mLearning makes it possible for students to learn, collaborate, and share ideas with each other. However, mLearning student acceptance is critical to its effectiveness. Attitudes toward learning is a vital factor in deciding whether or not students are ready to use mLearning for academic purpose. Student attitudes may identify strengths and weaknesses of mLearning and facilitate development of the technology. This qualitative study aims to investigate graduate students’ attitudes and perceptions toward using mLearning in education. Data were collected by conducting interviews with fourteen graduate students enrolled in masters and doctoral programs in the College of Education at King Khalid University (KKU), Kingdom of Saudi Arabia. Generally, graduate students in education disciplines had positive attitudes toward mLearning and expressed a desire to use it in their future educational settings. Students perceived mLearning to be valuable for academic purposes, noting the convenience of being able to access course materials, the ease of communicating with other students and professors at their own pace, and the flexibility mobile devices offer over desktop or laptop computers. However, students identified a few usability issues like small screen size and keyboards, and additional cost of mobile devices and the corresponding cost of Internet access as constraints for using mobile devices for learning.

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Section: Accessing Academic Materialssupporting

confidence: 86%

“…Nevertheless, the implementation and integration of mLearning at institutions of higher education remain in its initial stage (Al-Shahrani, 2016;Duhan & Singh, 2019;Premadasa & Meegama, 2016). The concepts and educational issues surrounding mLearning are growing and need further study (Al-Shahrani, 2016;Shorfuzzaman & Alhussein, 2016;Wang et al, 2009).…”

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confidence: 99%

Graduate Students’ Attitudes and Perceptions Towards Mobile Learning at King Khalid University (Saudi Arabia)

2021

IUGJEPS

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“…The global educational system is under pressure to use new Information and Communication Technologies (ICT) to educate students on the knowledge and abilities they will need in the twenty-first century. Therefore, integrating these tools is vital to encourage students to engage in an interactive learning environment (Premadasa & Meegama, 2016). Sayan (2016) also emphasises that social media and instant messaging applications are changing the communication platform rapidly.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of WhatsApp in Vocabulary Learning

Sivabalan¹,

Ali

2022

ITLJ

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Vocabulary is the backbone and prominent feature in language acquisition. Limited vocabulary causes a major breakdown in both written and oral communication which inflicts inefficiency among Malaysian students despite being exposed to the vocabulary for more or less than 11 years. In order to tackle students’ eagerness to acquire vocabulary, teachers are to be creative and aware of the current changes in the teaching and learning process. The mushrooming of technologies including mobile phones has provided students with learning mobility in recent years and has a great influence in the education field. The use of instant messaging mobile applications has become an epidemic among generation Z (Gen-Z). The current study attempts to explore the effect of WhatsApp in assisting tertiary level students to learn vocabulary. A quasi – experimental study was employed which lasted for six weeks with the participation of Psychology students from a private educational institution. The participants were given a vocabulary pre-test before receiving vocabulary instruction via WhatsApp. Later, they sat for a post-vocabulary test. The t-test results indicated that WhatsApp had a significant effect on assisting students to learn vocabulary. It is clear that WhatsApp has a wide range of possibilities in class that needs further exploration.

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“…In education, teachers have used SMS messaging to support student learning through activities such as asking questions, sharing ideas, motivating students, providing feedback on lectures, and sending assignment reminders (Lominé & Buckhingham, 2009). For students in higher education, SMS is perhaps the most popular mobile technology because of it ubiquitous nature and two-way communication capabilities (Premadasa & Meegama, 2016). Additionally, since its inception, SMS messaging has given students access to essential information and offered a platform for support groups and collaborative activities.…”

Section: Introductionmentioning

confidence: 99%

“…What might be the best practices to follow when using mobile technology in a learning environment still remains an under-researched area (Premadasa & Meegama, 2016). This paper adds to the literature by exploring the ways in which WhatsApp Messenger can support English as a Foreign Language instruction.…”

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confidence: 99%

Using WhatsApp in EFL Instruction with Saudi Arabian University Students

Journal¹,

Alshammari²,

Parkes³

et al. 2017

Preprint

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Messaging tools such as SMS are effective tools for foreign language learning. While many quasi-experimental studies confirm efficacy and positive student attitudes towards these types of tools, little is known about existing teaching practices that utilize messaging tools in tertiary contexts, or the attitudes of students or instructors towards them. This qualitative study investigates the use of WhatsApp, one popular messaging application, in teaching English as a Foreign Language (EFL) through examining the attitudes of Preparatory Year students and faculty members at a university in the central-north of Saudi Arabia. Thematic analysis of focus group interviews indicated that WhatsApp is used in EFL instruction for information exchange, language learning support, and language practice. This is achieved through teacher-directed learning, peer learning, and autonomous learning instructional strategies. Thematic analysis also identified the affordances and affective outcomes of using WhatsApp. Student and faculty attitudes towards WhatsApp were positive although some faculty members expressed reservations towards its use. It is argued that applications such as WhatsApp should be leveraged to encourage autonomous and peer learning, repositioning instructors as facilitators, and to develop learning communities. However, increasing the informal, anywhere-anytime learning supported by mobile learning must be tempered with guidelines for students regarding faculty contact hours and response times to allay faculty fears and encourage greater student autonomy.

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Two-way text messaging: an interactive mobile learning environment in higher education

Cited by 6 publications

References 10 publications

Graduate Students’ Attitudes and Perceptions Towards Mobile Learning at King Khalid University (Saudi Arabia)

Graduate Students’ Attitudes and Perceptions Towards Mobile Learning at King Khalid University (Saudi Arabia)

Effectiveness of WhatsApp in Vocabulary Learning

Using WhatsApp in EFL Instruction with Saudi Arabian University Students

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