Bridging formal and informal learning : a mobile learning attitude scale for higher education

Knezek, Gerald and Khaddage, Ferial 2012, Bridging formal and informal learning : a mobile learning attitude scale for higher education, British journal of social sciences, vol. 1, no. 2, pp. 101-116.

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Title Bridging formal and informal learning : a mobile learning attitude scale for higher education
Author(s) Knezek, Gerald
Khaddage, FerialORCID iD for Khaddage, Ferial
Journal name British journal of social sciences
Volume number 1
Issue number 2
Start page 101
End page 116
Total pages 16
Publisher British Association of Academic Research (BAAR)
Place of publication Staten Island, N. Y.
Publication date 2012
ISSN 2326-4209
Keyword(s) mobile applications
informal learning
attitude measurement
Likert scale
Summary Problem Statement: Over the past decade there has been an increasing global demand towards the integration of mobile technologies for teaching and learning. There has emerged a need for a survey instrument that can form a solid foundation for objective judgment of leaner perspectives as they begin using mobile applications for learning. The Mobile Learning Scale, a seven-item, Likert-type survey instrument, was developed by the authors in response to this need. Items were drawn from the key points developed for a 2011 paper by the authors on mobile learning prospects for informal learning in higher education [13], with many of these points initially developed during group discussions at the 2011 International Summit on ICT in Education hosted at UNESCO Headquarters, Paris, France. Approach: In order to access the performance of the instrument, data were gathered from 81 undergraduate and graduate university students during August and September of 2011. Follow-up data were also gathered from 19 undergraduates in February, 2012. Results: Initial indications are the instrument has good reliability (Alpha = .80 - .85) as well as acceptable content, construct, and criterion-related validity when used with its intended audience. Conclusions/Recommendations: The authors conclude that the Mobile Learning Scale v1.0 performs well as a unidimensional scale that is capable of assessing pre-post gains resulting from a mobile learning intervention within a university course. The authors propose that this new instrument should be useful for helping guide educators in the process of meaningful integration of Mobile Applications (Apps) into teaching and learning, inside and outside the classroom.
Language eng
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
109999 Technology not elsewhere classified
080502 Mobile Technologies
Socio Economic Objective 970110 Expanding Knowledge in Technology
HERDC Research category C1.1 Refereed article in a scholarly journal
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