How can mobile SMS communication support and enhance a first year undergraduate learning environment?

Abstract

In this paper we discuss a case study investigating how the academic and personal development of first year students on an undergraduate sports education degree can be supported and enhanced with mobile SMS (Short Message Service) communication. SMS-based technologies were introduced in response to students' particular needs (in transition to Higher Education) and characteristics (adept mobile communicators). Despite being unaccustomed to using their mobile phones for academic study, students willingly accepted SMS communication with their tutor via a texting management service. This communication was used in concert and integrated with a more traditional learning and teaching context (lectures and a virtual learning environment). Drawing on evidence from two student surveys, focus groups and a tutor's journal, we illustrate how mobile SMS communication has influenced the student learning experience. Taking a holistic view of the learning environment we use Laurillard's (2002) conversational framework (Laurillard, D. 2002. Rethinking university teaching: a framework for the effective use of learning technologies. 2nd edition. London: Routledge.) to analyse and discuss the role of texting in supporting student transition to higher education.

The Use of SMS in Promoting Inquisitiveness among Distance Learners

“…Ramos et al (2007) found that students felt more satisfied with SMS-based learning application as it is more interesting and provides more instant feedback than the paper-based method. While there were technical issues such as problems in responding to the system and the constraint of 160-character limitation, there was a significant interest among students as they highly valued and actively engaged with the texting mode of learning (Jones, Edwards and Reid, 2009).…”

The use of Web 2.0 technologies in marketing classes: Key drivers of student acceptance

“…Much of this research has focused on understanding how these technologies affect learning outcomes, rather than on the use of such technologies (a notable exception includes the work by Peltier et al ., ). For example, recent research has examined the use of blogs as assessed items in marketing courses (Kaplan et al ., ), the use of YouTube to acquire knowledge on viral marketing (Payne et al ., ), the use of Twitter as a way to enhance learning outcomes in a marketing course (Lowe and Laffey, ; Rinaldo et al ., ), the development of ‘Wikis’ to create interactive textbooks (Cronin, ; Pitt et al ., ), the use of SMS messages to enhance and support student experiences (Jones et al ., ) and the use of virtual learning environments to create interactivity and responsiveness in the learning environment (Paladino, ). Most of these innovative approaches to student learning have met with some degree of success, arguably because students are key users of social media (Lenhart et al ., ) and typically these technologies are attributed with enhancing experiential learning and the development of ‘soft skills’.…”

Mobile learning as a catalyst for change

“…In the periods between formal sessions, set work may be done but learner motivation to do it can be lacking. Mobile devices even have a proven role in supporting learners in these periods, to make sure they persist with their studies (Jones et al, 2009). Whether to use time in this way may be a matter of teacher and learner preference, but the opportunity and its benefits are increasingly being recognized.…”