Mobile Learning: A Bridging Technology for varying Learner Entry Behavior

Abstract

The use of technology in teaching and learning processes has brought a major shift in the way instructors have to design instructions. The cost of mobile devices has declined with time making the devices affordable. All undergraduate learners own a mobile device and their expectations and demand for access of learning content on these devices has increased. While learner’s entry skill levels into a course unit have been a great concern to instructors, the use of a mobile learning system can bridge this concern. The instructors need to focus on making the mobile learning experience more exiting to the learner.  This paper has explored how varying learner entry behavior is bridged through an experiment by using a control group and a treatment group. The treatment group was instructed through mobile learning system while the control group was instructed using traditional face to face with no support of mobile learning technology. The results have shown that varied learner entry skills do not determine the intended learning outcome. The learners with or without prior skill and instructed using the support of mobile learning system performs without bias of prior skills.

Keywords: Mobile Learning, Learner Entry Behavior, instructional design model