Introduction
Analyzing education trends, several phases can be identified. The phases might include distance learning, which provided the solution for students’ physical presence in the classroom, e-learning, which brought new technology tools into the learning process, and ending with mobile learning, which is about to bring mobility and flexibility into the learning process. The main features of the stages of education development might overlap, e.g. in mobile learning has the characteristics of both e-learning and distance learning. Other than the emphasis on mobility as one of the main characteristics of mobile learning, it can be stated that there is a need to understand the rationale of implementing a mobile learning platform in learning. In that regard, the present paper proposes investigating the benefits of using the platform of Apple’s iPad as a mobile learning platform.
Literature Review
Despite the interest in mobile learning as a platform, it can be stated that there is still a challenge of whether such method will be accepted (Guy, 2009, p. 277). Additionally, there is still the challenge of defining the concept of mobile learning, in which mobile learning is perceived as a distinct concept, rather than simply a new adjective added to “the timeless concept of learning” (Ally, 2009, p. 114). With new technologies occurring every day, where mobile devices are becoming more and more powerful every day, more developments occur in the sphere of mobile learning. The rationale for such developments, in that regard, is connected mostly to opportunities, rather than benefits. Such opportunities include the opportunity of the “anywhere, anytime” learning, fitting with the learning environment, enabling personalized learning experience, and others (Pachler, Bachmair, Cook, & Kress, 2010, p. 9). Nevertheless, there are investigated benefits of mobile learning that were mentioned in literature, among which is enhancing collaborative interactions and communities of practice as well as obviating “the weaknesses of coordination, communication, organization, negotiation, interactivity, and mobility encountered in collaborative learning” (Cobcroft, Towers, & Bruns, 2009, p. 7).
Among the studies that were devoted to the concept of mobile learning, the majority provide an overview of the way a mobile platform can be utilized. Chis, Grebla and Stanca (2009), propose a mobile platform as a solution to the fast changes of information and the need for the ability for a fast process of such information. The proposed system focus on smartphones as mobile platform for learning, as it is predicted that they will have the biggest success among students within the university in which the study was conducted (Chis, Grebla, & Stanca, 2009, p. 20). In terms of conducted assessments, the results are two-fold, were in Williams (2009), a study found out that students participating in face-to-face learning performed better than those involved in mobile learning(Williams, 2009). On the other hand, another study of integrating cell phones into the learning experience, indicated in DeWitte (2010), showed favorable attitude toward mobile learning strategies (DeWitte, 2010). Other studies, not only examine the applicability of mobile systems but also provide concept of new systems, where for example in Niazi (2008), the proposed system was not attached to specific devices, rather than provided a general framework for the way such platform will operate.
The issue of choosing a platform is interesting to explore, as it can be seen that there is dependency between the type of system used and the results of implementation. The reports of an experiment in Darden School of Business of using the e-reader Kindle as a replacement for textbooks showed negative results (Darden School of Business, 2010). On the other hand, devices such as Apple iPad show great potential not only as readers, but also as all-around devices that will integrate mobile learning aspects. Although the most impact upon the release of the iPad was seen through the book market (Crowley & Spencer, 2010), their capabilities of the device are much than that. Just days after the iPad release, there was already an application for the iPad which “recreates the course experience of Blackboard Learn™, the leading online teaching and learning platform” (Blackboard Inc, 2010). Being a new device, it can be stated that there are not many studies that examine the benefits of iPad as a mobile platform. One such example can be seen in Meurant (2010), which investigated the impact of providing an iPad to Korean students on their EFL digital literacy (Meurant, 2010). The iPad platform, as well as the platform of Apple’s famous iPhone, is its proprietary platform, i.e. “designed and developed by device makers for use on their devices” (ŞTEFAN & STĂNESCU, 2010). Nevertheless, the popularity of such devices might provide an opportunity for them to be used as mass devices, especially considering the existence of a ready-to-use system of content delivery.
Research Problem
Due to the lack of research regarding the benefits and the advantages of using Apple’s iPad as mobile learning platform, the present study proposes exploring the perception of students using iPad as a mobile platform. There is little or no investigation on the perceptions of iPad as a learning platform because the device is still new. At the same, the capabilities of the device are suitable to make suitable for mobile learning, being positioned between a laptop and a smartphone.
Methodology
The study will conduct a series of interviews in which qualitative data will be gathered on the perceptions of students on possible mobile learning scenarios using the iPad. During the interview, devices will be presented to each student to get acquainted with its possibilities, and which will allow forming an opinion of the way it operates. The data will be analyzed for common patterns in the perception of using iPad as mobile platform as well as the benefits students see in such learning method. Accordingly, in case the perceptions were favorable, the outlined benefits and perceptions can be tested in a follow-up quantitative study in which real experience of using the iPad will be investigated.
Conclusion
It can be concluded that the mobile platform might provide a lot of opportunities for students and educators. Nevertheless, differences in platforms might provide different results of the implementation of mobile learning. Specifying a particular device will allow obtaining the perceptions of students regarding the suitability of such device as a mobile platform.
References
Ally, M. (2009). Mobile learning : transforming the delivery of education and training. Edmonton: AU Press.
Blackboard Inc. (2010). Blackboard Mobile Learn App Now. Web.
Chis, G., Grebla, H., & Stanca, L. (2009). Mobile Learning Platform for E-Learning. International Journal of Interactive Mobile Technologies, 3(3), 17-20. doi: 10.3991/ijim.v3i3.678
Cobcroft, R., Towers, S., & Bruns, J. S. A. (2009). Mobile learning in review: Opportunities and challenges for learners, teachers, and institutions. Paper presented at the Proceedings Online Learning and Teaching (OLT) Conference, Queensland University of Technology, Brisbane.
Crowley, E. J., & Spencer, C. (2010). Library Resources: Procurement, Innovation and Exploitation in a Digital World. In P. Dale, J. Beard & M. Holland (Eds.), University libraries and digital learning environments. Farnham, Surrey, England ; Burlington, VT: Ashgate.
Darden School of Business. (2010). Darden Shares Results of Kindle Experiment. University of Virginia Darden School of Business. Web.
DeWitte, C. (2010). Integrating cell phones into the secondary Montessori classroom. Ph.D. 3397339, Walden University, United States — Minnesota.
Guy, R. (2009). The Evolution of Mobile Teaching and Learning: Informing Science.
Meurant, R. C. (2010). Providing every student with an iPad as a means of helping develop Korean EFL Digital Literac. Paper presented at the Sixth International Joint Conference on INC, IMS and IDC, Seoul, Korea.
Pachler, N., Bachmair, B., Cook, J., & Kress, G. R. (2010). Mobile learning : structures, agency, practices. New York: Springer.
ŞTefan, A., & StăNescu, I. A. (2010). Mobile Ecosystems in a Nutshell. Paper presented at the The 6th International Scientific Conference e-learning and Software for Education, Bucharest , Romania.
Williams, P. (2009). Assessing Mobile Learning effectiveness and acceptance. Ph.D. 3337432, The George Washington University, United States – District of Columbia.