Mobile learning experience and self-directed learning readiness on mobile task-based activity performance: a case study among postgraduate students

Mobile devices have a wide array of capabilities, including accessing unlimited information and self-learning for students. This study aimed to identify postgraduate students' experiences performing task-based activities on mobile devices and preparing for self-directed learning. This mobile task-based activity is an educational practice that combines education and assessment. The researcher used a targeted sample of 34 postgraduates from a public university in Malaysia. This study used a mixed-method case study design with qualitative and quantitative data for triangulation. The researcher gathered quantitative data through online questionnaires and evaluations based on mobile devices. Questionnaire data were analyzed using descriptive statistics and paired t-sample analyses, while mobile-based assessments were analyzed using a rubric. Qualitative data were collected through learning logbooks, reflective writing, and semistructured interviews and analyzed thematically. The survey results of descriptive statistical analysis have shown that students’ prior knowledge and learning experience using mobile technology is more modest. However, post-study findings prove that students who use laptops and smartphones for task-based activities on mobile devices gain more experience. The Wilcoxon Signed-Ranks test showed that students’ post-test readiness for self-directed learning was more significant than the pre-test. Assessments of mobile devices indicate that students perform at an advanced and competent level. Thus, this study shows that mobile task-based activities can improve students’ learning experiences in a significant way and develop self-directed learning skills. These results could assist further studies on mobile devices for learning and assessment purposes. The implications of this research are to cultivate students' experience of meaningful mobile learning and self-directed learning skills

Reflective practices to explore postgraduate students learning experience in mobile learning platform

Mobile Learning (M-learning) has great potential to be an effective learning tool in creating meaningful learning experiences. The purpose of this study is to explore postgraduate students M-learning experiences in Massive Open Online Courses (MOOCs) platform. Reflective practice is used to measure the students M-learning experience based on mobile-based task-centered activity. This study is qualitative in nature employed thematic analysis method. Therefore, 34 postgraduate students from a public university in Malaysia were selected for this purposive sampling. The postgraduate students were initially introduced to M-learning course content in FutureLearn platform followed by reflective practices. Pre-reflective practice happened before students are enlisted into the M-learning process, During-reflective process in FutureLearn platform and Post-reflective upon completion of task-centered activity. The findings revealed that majority of these students were unsure of M-learning platform during the pre-reflective stage. This is due to lack of prior knowledge and experience in M-learning platform using mobile devices as real time hindered the students from exploring. However, most of them progress to gained positive M-learning experiences as their able to monitoring and self-evaluate their own learning development throughout this learning process and completed the task-centered activity successfully. Therefore, the reflective approach practice has given students insight on their meaningful learning experience and their own learning capabilities

Embracing a technologically enhanced environment: Postgraduate students’ learning experiences in mobile learning platform

The purpose of this study is to identify the postgraduate students’ Mobile learning (M-learning) experiences in Massive Open Online Courses (MOOCs) as a platform. Learning logbook is used to measure the students’ real-time learning experiences in Future Learn (FLMOOC) which is one of the learning platforms in MOOCs. This study is qualitative in nature and employed thematic analysis. This study used the purposive sampling method in choosing 34 postgraduate students in one of the public universities in Malaysia. These postgraduate students were introduced to FutureLearn (MOOCs) platform. Daily and weekly based learning logbook were distributed to the students’ to express their experiences. Data were analysed using the thematic analysis method. The themes derived is device used and online course elements. Most of the students’ were not aware on Mlearning platform and students’ technology skills enhanced after gained actual learning experiences using own mobile devices for conclusive online course elements