This is my student's viva presentation on Implementation of Mobile Learning in Saudi Arabian High School

1. Mohammed Arif
Supervised by
Lyn Pemberton and
Mithileysh Sathiyanarayanan
Improving Saudi Arabian Education

2. The keen adoption of m-learning in educational
environments and the number of pilot projects
show that m-learning is experiencing
exponential growth.
Constructivism has been the learning paradigm
during the past few decades… And m-learning
is thriving in social constructivist learning
paradigms.

3. “The mixing of distance learning with mobile
telephony to produce mLearning will provide
the future of learning.”
Keegan (2003)

4. “The mobile revolution is finally here. Wherever
one looks, the evidence of mobile penetration
and adoption is irrefutable: cell phones, PDAs,
MP3 players, portable game devices,
handhelds, tablets and laptops abound. No
demographic is immune from this phenomenon.
From toddlers to seniors, people are
increasingly connected and are digitally
communicating with each other in ways that
would have been impossible to imagine only a
few years ago.”
Wagner (2005)

5.  E-learning is the macro concept that includes
online and mobile learning environments.
 M-learning is a subset of e-learning.
 E-learning is in turn a subset of distance
learning, which is in turn a subset of flexible
learning.
 “M-learning is e-learning through mobile
computational devices”
 Quin (2001)

6. Diagram 1: The subsets of flexible learning
Flexible Learning
Distance Learning
E-learning
Online
Learning
M-learning
Paper-based
Distance Learning
Contact Learning
(residential/face-to-face)
(Brown, 2004)

7.  Social media focus
 Anytime, anywhere
learning
 Incorporates texting
 Students can be resources

8.  How learners (of any
age) use new
technologies to
participate in virtual
communities where
they share ideas,
comment upon one
another's projects, and
plan, design, advance,
implement, or simply
discuss their goals and
ideas together.

9. Source: Ambient Insight, 2007

10.  Distilled-down version
– learning “nuggets”
 “Just enough” i.e. brief
content
 Always on
 On demand (Just-in-
time) learning
 Facilitates learning
during naturally
occurring times

11.  Performance support
 Students in field
settings
 Students on the go
 Multi-way, active
learning

12.  Can add
texting
capability to
an mLearning
module
 Can transmit
images and
other data

14. The main aim of the study is to determine the
improvement that will be achieved by applying
mobile learning systems in teaching and
learning in the Saudi Arabian high schools.

15.  Investigate on the empirical studies carried out
by researchers on adopting mobile learning in
education?
 Investigate the critical factors for mobile learning
to be successful in teaching and learning.
 Investigate the factors affecting the use of
mobiles by teachers in the Saudi Arabian high
schools.
 Provide optimal solutions for the challenges and
difficulties faced by teachers' in teaching and
learning in Saudi Arabian schools.

16.  Critical review of technologies for teaching and
learning using mobile learning.
 Implement existing model for effective
implementation of mobile learning in teaching
and learning in Saudi Arabian high school?
 Test the implementation of the model in the
Saudi Arabian high schools, evaluate the results.
 Provide solutions and recommendations for
adopting mobile learning in Saudi Arabian high
schools.

17. Figure: UTAUT Model from developed countries context
(Venkatesh et al. 2003)

18. Figure: Research Model to understand the effect of attitude from
developing countries context. In this study, Saudi Arabian context

19. The results are provided in the thesis.
The raw data can be accessed from
https://drive.google.com/open?
id=0B6suWOQKRkzXfjdjbTJJNjlCdy1pWUti
SHNUYTNTZWRnVTFOaVhxZzFlUHpoa2d
KSFFYcEE&authuser=0

20.  The schools must take initiative to improve
infrastructure and resources needed for using mobile
learning.
 Efforts to advance the adoption of mobile learning in
higher education in Saudi Arabia should focus on
improving attitude towards the use of the technologies
for education and on ensuring that the facilitating
conditions are addressed.
 Social factors also play a role in influencing adoption.
Hence, the motivation and supportiveness of lecturers
and colleagues is important in promoting the adoption
of mobile learning.

21.  Main advantage the main advantage
of m-learning is that it increases flexibility for
students studying at a distance (Rekkedal,
2002)
 mLearning has the potential to increase student
retention (Fozdar & , Kuma2007)

22.  University Leaders: ACU, CTU, Open University,
International Academy of Design and Technology
 Experts: Judy Brown & David Metcalf (UCF)
 Organizations:
 LearningTown (mobile learning group)
http://www.learningtown.com/
 The eLearning Guild http://www.elearningguild.com/
 International Association of Mobile Learning
 mLearning Conferences: http://www.mlearning-
conf.org/
 http://mlearnopedia.com/
 http://www.elearningguild.com/mLearning conference
 Blog: handheldlearning

23.  Instructional Design for M-Learning – David
Metcalf
 Mobile Learning: A Handbook for Educators and
Trainers – Kukulska & Traxler
 Mobile Learning: Transforming the Delivery of
Education and Training (eBook of studies from
AU Press) – Editor: Mohamed Ally
 Mobile Learning: on-line journal