Mobile Telephone Technology as a Distance Learning Tool

http://www.geocities.com/manzur_bd2004/papers/sms.pdf

Summary:

-Abstract (Islam 2004)

This paper presents the methodology, results and effectiveness in the development of Mobile telephone based (Short Message Service-based) distance learning. The proposed novel real time interactive distance learning approach is about the application of information technology to education, was setup, delivered and evaluated using a real-life environment. Statistical analysis of the achieved results of the learners confirmed this SMS-mobile based learning being as effective as direct face-to-face learning.

The Islam article begins with a brief overview of the history of distance education, taking care to point out that it is neither a new phenomenon nor one necessarily based on advanced technology given its origins in the 19th century with correspondence based education. The article moves on to a quick survey of current modes of distance learning, mentioning technologies such as video/audio conferencing, CD-ROM and web based media, all the while pointing out their common shortcoming: The lack of distributed learning. Islam claims that the rapid growth of cell phones and SMS users in Bangladesh bolsters the medium's promise as a distance learning tool that will support distributed learning by enabling the following:

A. Delivery of contents,
B. Regular Communications,
C. Continuous feedback and
D. Interactions between learners and instructors.

To emphasize the viability of cell phones as a preferable medium for distance education compared to the Internet Islam reviews the current state of Internet access in Bangladesh, concluding that the low rate of Internet penetration, concentration in urban areas, low number of ISPs and slow connection speeds rule it out, at least for the moment, as a competitor to the cell phone in the area of distance education.

To test the effectiveness of cell phones as distance learning tools, Islam set up two classrooms side by side, one with an instructor present and the other receiving a live video broadcast from the instructor's classroom. Each classroom had 26 students, except the classroom with no instructor used cell phones (SMSs) instead of pen and pencil to answers the same questions on quadratic functions.

The marks achieved in both classrooms were put to the T test, and it was found that the mobile group in general scored one to two points higher than the f2f (face to face) group. Islam speculates that this may be due to the initial flurry of excitement over the new method being used, and that this may wear off after the initial few classes.

Critique and Questions:

The concept of cell phones as distance learning tools is intriguing, and their greater appeal in developing countries can be argued given their traditionally weaker Internet infrastructure. In this argument Islam is backed by the support articles, they all cite slower than expected progress on Bangladesh's part in terms of Internet infrastructure and general network readiness, the Global Information Technology Report on Network Readiness actually places Bangladesh at 116 out of a total of 122 countries surveyed for Network Readiness.

The issues arise with the teaching model that cell phones may necessitate: a very teacher-centric, focused one, is there scope for discursive models of teaching with cell phone based education? Using SMSs also limits the types of subjects that can be taught, how are essay type questions going to be handled in this model? Would students feel pressured by the reminders that the SMS server sends them if they don't answer enough questions?
Possible Further Readings:
The viability of cell phones as distance education tools can be assessed better with a review of the state of ICT access in Bangladesh. Also of interest may be cell phone based projects rural livelihood projects such as the Grameen Village Phone project.