West Chester University
Digital Commons @ West Chester University Anthropology & Sociology
College of Arts & Sciences
7-2008
Mobile learning in higher education: An empirical assessment of a new educational tool Douglas McConatha West Chester University of Pennsylvania,
[email protected]
Matt Praul West Chester University of Pennsylvania
Michael J. Lynch Temple University
Follow this and additional works at: http://digitalcommons.wcupa.edu/anthrosoc_facpub Part of the Educational Methods Commons Recommended Citation McConatha, D., Praul, M., & Lynch, M. J. (2008). Mobile learning in higher education: An empirical assessment of a new educational tool. TOJET: the Turkish online journal of educational technology, 7(3), 15-21. Retrieved from http://digitalcommons.wcupa.edu/ anthrosoc_facpub/4
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The Turkish Online Journal of Educational Technology – TOJET July 2008 ISSN: 1303-6521 volume 7 Issue 3
MOBILE LEARNING IN HIGHER EDUCATION: AN EMPIRICAL ASSESSMENT OF A NEW EDUCATIONAL TOOL Douglas MCCONATHA, Matt PRAUL, West Chester University of Pennsylvania, Michael J. LYNCH, Temple University ABSTRACT Mobile Learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assist students and teachers as they navigate the options available in the expanding distance learning world. This article assesses some of the possible methods, challenges and future potential of using this approach in a college classroom and describes an empirical evaluation of the effectiveness of M-learning in a college classroom. One hundred twelve students in an introductory survey course in sociology were given the opportunity to use an MLearning product developed by HotLava Software for the purpose of assisting them in preparation for two scheduled exams. Both practice and review questions were made available on Smart Phones, Web enabled phones, PDAs and other Internet capable mobile devices via Learning Mobile Author. Forty-two of the 112 students in the class chose to access these data via their personal devices and their responses were collected and recorded. The results of their performance, as indicated by a final grade in the course, were compared to the outcomes for those students who chose not to use the M-Learning tool. Students using the software demonstrated a higher level of knowledge of the subject matter covered in the course when compared to students choosing not to use the tools (p
