Mobile access to moodle activities: student usage and perceptions

Parallel Sessions 4Theme: Mobile Learning MOOCs and 21st Century-learningWith the rapidly increasing use of handheld mobile devices among staff and students in higher education, it has become more and more common for them to access teaching and learning related information and services using mobile devices (Peters, 2009). A 2011 survey on mobile services in academic libraries in Hong Kong and Singapore reveals that the possession rate of mobile devices was 93.4% among Hong Kong college students, and 61.9% of them used smartphones to access the Internet (Ang, 2012). It is not uncommon to see university students use smartphones to access learning resources on Moodle and other LMSs. However, how students use Moodle via mobile phones and what their perceptions of mobile access to Moodle have rarely been formally investigated. The current research aims at filling this gap by looking at which Moodle activities students would use mobile phones to access and exploring possible reasons behind the usage patterns.postprin

French Language and Culture, Lectures

Textbook for HKU french courses: FREN1002 - French I.2, FREN2001- French II.1 & FREN2002 - French II.

Access moodle using mobile phones: student usage and perceptions

Festival Theme: Mobile Learning, MOOCs and 21st Century LearningParallel Sessions

Access Moodle Using Mobile Phones: Student Usage and Perceptions

This study investigated how often students used mobile phone to access various activities on Moodle. A survey on self-reported usage was filled by 252 university students in courses offered by four different faculties at the University of Hong Kong. Follow-up interviews were conducted to solicit students’ perceptions on mobile access to Moodle and the underlying reasons. The results show significant differences in students’ usage of various Moodle activities via mobile phones. Students’ responses also suggest that mobile access to Moodle is a necessary complement to computer access but its limitation on usability and reliability may have restricted its potential in enhancing teaching and learning