Using Mobile Technology for Learner Support in Open Schooling

This report summarises the findings of a preliminary research study on the use of mobile technology for learner support in open schooling in developing countries. It follows a Commonwealth of Learning (COL) study of open schooling as a way to address the need for more secondary education. This document looks specifically at the uses of mobile technology in open schooling.

The authors explore the concept of open schooling: "....Open Schooling differs from Open and Distance Learning [ODL] in that it is more open and flexible as usually there are no rules dictating student ages, prerequisites, course content or number of courses in which learners must enroll." Problems cited include completion rates, technical problems, and lack of student social interaction. The document suggests that mobile technologies may address these problems by making dialogue and other interactions available among students and a management framework for disseminating and receiving information available to administrators. "Mobile technologies in this instance refer to wireless technologies such as hand-held PCs [personal computers], PDAs [personal desktop assistants], mobile phones, iPods, etc. and these are being punted as being suitable for the purpose of learner support." The study aims "to further interrogate ongoing and completed educational mobile technology initiatives so as to determine any lessons learnt that might be of relevance in the process of developing quality student support systems for Open Schooling in developing countries with a special emphasis on Africa. Evidence will also be sought with regards to the perceived or observed impact of the use of such technologies on student performance and their experience of learning in the Open Schooling System."

A desktop audit was done to identify projects that warranted further exploration through interviewing. The following initiatives were studied in more depth: Dr Maths on MXit, MobilEd, and MLearner Mobile. Among the findings are the following:

• Most projects used mobile phones, but some used other hand-held devices such as e-slates and PDAs.
  
• Programmes included primary, secondary, and university levels.
  
• Most of the projects are made possible by and involve public-private partnerships. Funding sources include: donor or corporate; institutional; and individual learner.
  
• Most involve a fee to obtain full functionality.
  
• "Some of the systems are focussed on information retrieval and download. Other systems make available information that is mediated either for purposes of learning or passing on important administrative information. In some projects mobile phones are used to collect information and encourage cooperative learning and knowledge creation."
  
• Text and voice messaging, phone-to-phone and phone-to-computer communication, mobile-enabled photography, and website creation were some of the means used in the programmes surveyed.

The authors found that mobile communication can be problematic unless there is a good understanding of how the technology can be used and a range of guidelines and protocols to ensure that communication is effective, timely, safe, respectful, and comfortable for all participants.