scholarly journals Mobile learning via SMS at Open University Malaysia: Equitable, effective, and sustainable

2011 ◽  
Vol 12 (2) ◽  
pp. 122 ◽  
Author(s):  
Tina Lim ◽  
Mansor Fadzil ◽  
Norziati Mansor
Keyword(s):  
Blended Learning ◽  
Conceptual Model ◽  
Mobile Learning ◽  
Pilot Project ◽  
Distance Learners ◽  
Successful Implementation ◽  
Learning Approach ◽  
Open University ◽  
Process Flow

This article describes Open University Malaysia’s efforts at enhancing the blended learning approach for undergraduate distance learners with the successful implementation of the Mobile Learning via SMS initiative. The pilot project was implemented in the May 2009 semester, and this coming January 2011 semester will be in its sixth consecutive semester. Aspects such as the conceptual model, the process flow of group messaging, and challenges faced, as well as effectiveness of the initiative, are discussed.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2021 ◽  
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

scholarly journals Evaluation of a Flipped Classroom Model: A Case Study from Oman

2020 ◽  
Vol 9 (1) ◽  
pp. 15-22
Author(s):  
Bilal Ahmad Pandow ◽  
Nihan Kutahnecioglu Inan ◽  
Ananda S.
Keyword(s):  
Higher Education ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Flipped Classroom ◽  
Education Institution ◽  
Pilot Project ◽  
Successful Implementation ◽  
Learning Approach ◽  
Flipped Learning ◽  
The Impact

The flipped learning approach over the years has gained importance, especially in higher educational establishments that primarily focus on more personalized learning for the students. In this context, the current study evaluates a flipped learning approach which was implemented by a higher education institution from the Middle East region as a pilot project and analyses the impact of the flipped approach on the student performance from the educators’ perspective. The study focuses on different aspects like the impact of the flipped approach on student performance in a different type of assessments, the impact of the flipped approach on academic performance, learning and development, and academic support activities. Also, this article analyses whether flipped learning reduces the plagiarism cases, impact on student attendance, student participation in extracurricular activities, impact on student’s knowledge, influence on student collaboration, effect on improvement in the ability to solve problems and impact of this approach on helping students to take the responsibility of their learning and become self-learners. This study empirically identified the learning outcomes from a flipped class and provides recommendations for the educators and higher education institutions for successful implementation of the flipped learning approach.

Unleashing the Potential of Mobile Learning through SMS Text for Open and Distance Learners

2011 ◽  
pp. 154-174
Author(s):  
Zoraini Wati Abas ◽  
Tina Lim ◽  
Ruzita Ramli
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Mobile Phone ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Distance Learners ◽  
Short Message ◽  
The World ◽  
Message Service ◽  
Mobile Learning Environment

Malaysia has a population of about 28 million people but there are, incredibly, more than 30 million mobile phone subscriptions. Sixth in the world in terms of SMS (Short Message Service) volume, Malaysians appear to be addictive SMS texters. With over 98 percent of its students having mobile phones and 82 percent of the students ready for learning through mobile phones, Open University Malaysia initiated a project that first experimented with podcasts and SMS texts later. This chapter describes how the institution conceptualized, planned, and created a mobile learning environment using SMS to enhance its current blended learning model in general, and in particular, one of its courses with over 1,000 students enrolled. The chapter also describes the categories used for formulating the SMS content, use of Twitter and Facebook to support the SMS sent and discusses the feedback received on the initiative as well as the issues and challenges.

Implementation of Mobile Learning at the Open University Malaysia

2011 ◽  
pp. 170-186
Author(s):  
Chng Loi Peng ◽  
Zoraini Wati Abas ◽  
Norlia T. Goolamally ◽  
Yuzery Yusoff ◽  
Harvinder Kaur Dharam Singh
Keyword(s):  
Blended Learning ◽  
Mobile Phone ◽  
Mobile Learning ◽  
Mobile Phones ◽  
Delivery Mode ◽  
Open University ◽  
Initial Finding ◽  
Learning Modes ◽  
Pilot Implementation ◽  
Almost All

As part of its ongoing effort to offer an effective blend of learning modes, the Open University Malaysia (OUM) recently incorporated mobile learning into its blended learning model. Having enrolled more than 86,000 learners over the last eight years, OUM strives to continually improve its delivery mode for the benefit of its learners. Mobile learning is seen to be the next wave of learning given the fact that almost all OUM learners have mobile phones. A study conducted in late 2008 to determine the readiness of its learners for mobile learning indicates that about 99% of OUM respondents have a mobile phone. The readiness survey also found that majority of respondents would be ready for mobile learning within six months of the study. The chapter will highlight, among others, the introduction of mobile learning at OUM, the initial finding with the pilot implementation and recommendations for the way forward.

scholarly journals Reflections on Blended Learning: A Case Study at the Open University of Hong Kong

2015 ◽  
Vol 10 (1) ◽  
pp. 77-86 ◽  
Author(s):  
Anna Wing Bo Tso
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Blended Learning ◽  
Undergraduate Students ◽  
Learning Approach ◽  
Open University ◽  
Full Time ◽  
Visual Aids ◽  
Face To Face ◽  
Face To Face Learning

Teaching presentation skills is by no means an easy task. To teach such skills effectively, a teacher must help the students to learn how to (1) design and organize the presentation contenteffectively; (2) strengthen their verbal and nonverbal communication skills;and (3) master the use of visual aids. Often, the traditional face-to-face classroom setting falls short when the lecturer has to teach more than 100 students how to observe small details of body language and vocal skills. In this case, a blended learning mode — a hybrid of face-to-face and online learning — may be a better option than a pure face-to-face learning mode (Fang, Chow & Soo, 2012). The purpose of this paperis to demonstrate how blended learning can be implemented to teach university students' presentation skills. In the spring term of 2013, ENGL A122F: Presentation Skills, a five-credit course for full-time undergraduate students, was first delivered via a blended learning approach at the Open University of Hong Kong. Attempting to combine the best features of the online and face-to-face modes of teaching, the blended delivery course incorporated video and interactive web-based components into the course outline. In this paper, I share my experience of how presentation skills can be taught through video lectures and assessed through the online learning environment (OLE), alongside traditional teacher-led lectures and tutorials. Also, I discuss how the blended learning approach, compared with the traditional face-to-face teaching mode, can not only facilitate propositional knowing, but also help learners to achieveexperiential knowing, and presentational knowing (Heron & Reason, 2006). Last but not least, the paper reflects on students'feedback, as well as the challengeswhen implementing the blended learning mode.

Acer

2013 ◽  
pp. 78-90
Author(s):  
Séraphine Francoise Altamura ◽  
Alessandra Cannelli ◽  
Roberta Maria Delle Monache
Keyword(s):  
European Union ◽  
Blended Learning ◽  
Instructional Material ◽  
Pilot Project ◽  
Learning Approach ◽  
Positive Experience ◽  
Network Coverage ◽  
Individual Learner ◽  
The Individual

The idea of one-to-one computing (1:1C) with instructional material tailored to the individual learner is not new. However, a continued adherence to the “broadcast model” of learning where the teacher directs the whole of a lesson is holding this approach back. Concepts like “one-computer-one-child” (OCOC) have been in existence since the start of the century, but new one-netbook-one-child policies are making this system more affordable. Other concepts, such as eTwinning have also existed since that time, and a more possible today with affordable network coverage. The chapter presents a case study into a European Union funded programme, called the Acer-European Schoolnet Educational Netbook Pilot Project (AESENPP) which seeks to implement eTwinning and a OCOC policy that takes advantage of blended learning approach alternating different activities, in the form of an online or offline approach that is supported with interactive pen. Six countries participated in AESENPP, with schools interested in exploring how this approach can have an impact on the processes involved in teaching and understand and documenting how learners and teachers can use netbooks in various educational contexts. The chapter describes how three Italian teachers from three schools in Rome and Viterbo are explaining how they coped with this challenge and what the outcomes of their experimentation are. As the experiment is still in action, the Italian teachers decided to give only evidence of their positive experience.

scholarly journals The Impact of Blended Learning on the Twelfth Grade Students’ English Language Proficiency

2020 ◽  
Vol 11 (4) ◽  
pp. 508-518
Author(s):  
Omar Hussein Al Noursi
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Successful Implementation ◽  
Learning Approach ◽  
Significant Difference ◽  
Twelfth Grade ◽  
The Impact ◽  
Experimental Group

The blended learning approach utilizes modern technologies and electronic media in teaching to create a technology-based environment. However, it is not an exclusive online environment because the teacher and the students have to be present in a traditional face-to-face classroom. It is widely believed that adopting a blended learning approach will enable learners to have quality educational opportunities and improve their performance. The incentive for conducting the research is to evaluate the effect of the blended learning approach on high school students’ English proficiency. Specifically, the study aimed at answering the question: is there a significant difference in the Twelfth-Grade students’ English language proficiency as measured by IELTS due to the model of delivery (Blended learning model and the traditional delivery model)? To achieve the study’s goal, the researcher applied the experimental method and used IELTS to measure language proficiency. The study sample selected purposively consisted of 63 male twelfth-grade students in one of the private schools in Al Ain, United Arab Emirates (UAE). The study sample was assigned to two groups: the experimental group taught using blended learning consisted of 31 students, and the control group led by the traditional method consisted of 32 students. The results showed statistically significant differences at the level of (a<0.01) between the means of the results of the two groups on the post achievement test in favor of the experimental group. These results illustrated the impact of adopting the blended learning approach in an English Foreign Language (EFL) setting on students’ achievement in standardized tests. However, the successful implementation of blended learning largely depends on how responsible and committed students are towards active learning.

Acer

2013 ◽  
pp. 1525-1537
Author(s):  
Séraphine Francoise Altamura ◽  
Alessandra Cannelli ◽  
Roberta Maria Delle Monache
Keyword(s):  
European Union ◽  
Blended Learning ◽  
Instructional Material ◽  
Pilot Project ◽  
Learning Approach ◽  
Positive Experience ◽  
Network Coverage ◽  
Individual Learner ◽  
The Individual

The idea of one-to-one computing (1:1C) with instructional material tailored to the individual learner is not new. However, a continued adherence to the “broadcast model” of learning where the teacher directs the whole of a lesson is holding this approach back. Concepts like “one-computer-one-child” (OCOC) have been in existence since the start of the century, but new one-netbook-one-child policies are making this system more affordable. Other concepts, such as eTwinning have also existed since that time, and a more possible today with affordable network coverage. The chapter presents a case study into a European Union funded programme, called the Acer-European Schoolnet Educational Netbook Pilot Project (AESENPP) which seeks to implement eTwinning and a OCOC policy that takes advantage of blended learning approach alternating different activities, in the form of an online or offline approach that is supported with interactive pen. Six countries participated in AESENPP, with schools interested in exploring how this approach can have an impact on the processes involved in teaching and understand and documenting how learners and teachers can use netbooks in various educational contexts. The chapter describes how three Italian teachers from three schools in Rome and Viterbo are explaining how they coped with this challenge and what the outcomes of their experimentation are. As the experiment is still in action, the Italian teachers decided to give only evidence of their positive experience.

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