Design and implementation of M-learning framework for virtual ICT education in Colleges of Education in Ghana

Abstract

In the ever-evolving landscape of education, the integration of mobile technology has ushered in a transformative era, redefining how knowledge is acquired and disseminated. Mobile learning represents a dynamic paradigm shift in how individuals engage with educational content, offering unprecedented flexibility, accessibility, and interactivity. The main focus of this research was to design a mobile learning framework for ICT education in the Ghanaian context. Mobile learning is taking center stage in the education sector in this digital age coupled with the recent global pandemic, and playing a key role in adaptive, ubiquitous learning and intelligent tutoring system designs. The importance of mobile learning in ICT education should therefore not be overemphasized. Different researchers have provided a variety of definitions of mobile learning, per this research, the term mobile learning refers to a teaching and learning strategy that is implemented through wireless technologies and mobile devices to support access to learning resources and enhance student engagement and interaction regardless of time, place, and context. Mobile devices are significantly impacting teaching and learning in an era dubbed M-learning. Despite all the benefits associated with mobile devices developing countries such as Ghana have not been able to optimize the full potential therein. This study explored factors that could serve as a benchmark for effective mobile learning design and its implementation in colleges of education, based on the findings, a mobile learning framework for developing student-teacher knowledge about ICT and its applications in the classroom to maximize the full potential of mobile devices was proposed. The research employed a mixed-method design. Among the major factors that could influence the design and implementation of mobile learning in Ghana as revealed by this study are classified under three major headings: Tutor factors, Technological Infrastructure, and the Learner. It was revealed that tutor characteristics such as teaching philosophy, pedagogical knowledge, Technological knowledge, Attitude/Perception towards technology, assessment strategies, Technological infrastructure such as internet connectivity, availability of smart mobile devices, virtual platforms, and Learner factors such as knowledge about technology, learning preferences, content, learning objectives, and special needs coupled with contextual factors such as national technology integration policies, curriculum, sociocultural/religious beliefs, and data/privacy policies are the major factors that could influence the design and implementation of mobile learning in the Ghanaian Colleges of Education. These factors were therefore considered the building blocks for the mobile learning framework designed in this research:FACULTY OF EDUCATION i ABSTRACT iii DEDICATION iv ACKNOWLEDGEMENT v TABLE OF CONTENTS vi LIST OF TABLES ix LIST OF FIGURES x CHAPTER ONE: INTRODUCTION 1 1.1 Background of study 1 1.2 Statement of the problem 11 1.3 Objectives 13 1.4 Justification 13 1.5 Scope of the study 14 1.6 Organization of the Study 15 CHAPTER TWO: LITERATURE REVIEW ON LEARNING, MOBILE LEARNING AND ICT EDUCATION IN GHANA 16 2.1 ICT for Teaching and Learning 16 2.3 Learning Theories Underpinning Mobile Learning 19 2.4 Foundational Theories for Knowledge Development 22 2.5 Learning Activity 24 2.6 Concept of Informal Learning 25 2.7 Formal Learning 26 2.8 Learning Media and Technology 27 2.8.1 Role of Learning Media in Teaching and Learning 28 2.9 Competence 30 2.10 Digital Competency Framework for Teachers 31 2.11 The Concept of E-Learning 43 2.11.1 Types of E-Learning 44 2.11.2 The Advantages of E-Learning 45 2.11.3 Challenges of E-Learning 48 2.12 Distance Learning 49 2.12.1 Advantages of Distance Learning 50 2.13 Mobile Learning 52 2.13.1 Basic Elements of Mobile Learning 53 2.13.2 Features of Mobile Learning 56 2.13.3 Effective Integration of M-Learning in Education 57 CHAPTER THREE: EMPIRICAL STUDIES ON MOBILE LEARNING FRAMEWORKS 64 3.1 Mobile Learning Frameworks 66 3.2 M-Learning in Ghana 73 3.3 Mobile Learning Activity Design 77 4.1 Study Location 96 4.2 Target Population 97 4.3 Sample Size 98 4.4 Sampling Procedure 99 4.5 Types of Data 100 4.6 Data Collection Instruments 100 4.6.1 Interview guide 100 4.6.2 Questionnaires 101 4.7 Pilot Study 101 4.8 Data Collection Procedure 102 4.9 Data Cleansing 103 4.10 Data Processing and Analysis 103 4.11 Ethical Consideration 105 4.11.1 Informed Consent 106 4.11.2 Respect Privacy 106 4.11.3 Protection 106 4.11.4 Acknowledgement 106 5.1 Demographic Distribution of Participants 108 5.2 Factors Affecting the Adoption and Deployment of M-learning System in Colleges of Education in Ghana. 113 5.3 Conducting the Survey 114 6.1 Results 116 6.1.1 Learner Differences as a Factor Affecting Adoption and Development of M-Learning 116 6.1.2 Attitude of Tutors toward New Media 117 6.1.3 Digital Infrastructure in Colleges of Education 118 6.1.4 Perception of the Effectiveness of ICT Solutions 119 6.1.5 Tutors Pedagogical Knowledge 120 6.1.6 The Use of Internet and Mobile Devices by Tutors 121 6.1.7 Internet for Other Activities 122 6.1.8 Internet for Learning 122 6.1.9 Use of Mobile Devices by Tutors 123 6.1.10 ICT Skills and Proficiency of Tutors of Colleges of Education 124 6.2 Mobile Learning Didactics (Teaching ICT through WhatsApp) 125 6.3 Summary of Findings 135 6.4 Discussion 137 6.5 Conclusion 139 Conceptual Framework for Mobile Learning. 145 7.1 Learners 146 7.2 Content 148 7.3 Tutor 149 7.4 Pedagogy 149 7.5 Assessment and Feedback 150 7.6 Tutors' Perception and Attitude 150 7.6.2 Usefulness of Use 151 7.6.3 Tutors’ M-learning skills 151 7.6.4 Tutors’ Reflective Practices 152 7.7 Mobile devices 153 7.7.1 Virtual Platform 154 7.7.2 Inclusivity 155 7.7.3 Connectivity 156 7.8 Context 157 7.9 Framework Evaluation 159 7.10 Conclusion 161 CHAPTER EIGHT: CONCLUSION AND RECOMMENDATIONS 162 8.1 Significant Findings 162 8.2 Contributions of the Research 163 8.3 Limitations of the Research 165 8.4 Recommendations and Future Work 165 8.5 Conclusion 167 REFERENCES 168 APPENDIX 196 Appendix 1 197 Appendix 2 197 Appendix 3 199 Appendix 4 199 Appendix 5 200 Appendix 6 201 Appendix 7 202 Statements 202 Appendix 8 203 Appendix 9 203 Appendix 10 204 Appendix 11 204 List of Abbreviations……………………………………………..……………………………….…………..22