Mobile Learning Readiness among Malaysian Students at Higher Learning Institutes

Abstract

Instrument construct is one of the most important issues in conducting research. Without proper consideration in tackling the issue, it is difficult for the instrument to be considered as valid and reliable. If construct validity is accurate, then it will provide a clearer and more precise descriptive analysis on the concepts being investigated. The most important criteria that need to be considered in answering the construct validity are reliability and validity. In traditional measurement model, the understanding of reliability and validity is totally different from the one offered by Rasch model. Regardless of the difference, an internal consistency is still widely being used as the primary method to measure the item sampling. Using this model, local dependence and item fit are most considered in getting valid, reliable, and consistent, hence its significance. Finally the study applies goodness of measure purposely to answer issues related to validity and reliability tests. Principal components analysis was carried out to test the construct of questionnaires used in the study.

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

“…It is an important finding that nearly all of the prospective teachers have a smartphone and most of them have internet access opportunities. Because mobile phones now have same capabilities as microcomputers at a small fraction of the size and currently the most widely used devices for mobile learning (Crompton, 2013;Hsiao and Chen, 2014;Hussin et al, 2012;Wu et al, 2012). Results indicates that the prospective teachers have the necessary infrastructure for mobile learning.…”

Kavram Karikatürlerinin Mobil Öğrenme Ortamında Ulaştırılmasının Ortaöğretimde İngilizce Deyim Öğrenmeye Etkisi

“…Günümüzde sınıfın dört duvarı ya da Internet ortamı ile sınırlı olmayan öğrenme süreci (Hussin, Manap, Amir ve Krish, 2012) bağlamında kablosuz teknolojiler eğitimde kökten değişikliğe neden olmakta ve sınıf içi öğretimi herhangi bir yer ve zamanda öğrenme şekline dönüştürmektedir (Çavus ve İbrahim, 2009). Kablosuz iletişim teknolojilerini kullanan mobil tablet ve akıllı telefon gibi mobil cihazların sayısının artmasıyla (O'Malley ve diğerleri, 2005) eğitimle ilgili uygulamalar hayatın içerisine kolaylıkla entegre edilebilir hale gelmiştir (Başoglu ve Akdemir, 2010).…”

“…Blended learning that combines the most effective characteristics of face-to-face teaching and online learning activities (Ismael, Bakar, & Latif, 2016) aims to increase the quality and efficiency of learning outcomes (Aytaç & Altunçekiç, 2012) and to provide effective and efficient learning (Uluyol & Karadeniz, 2009). Today, within the context of learning that is not limited to the walls of the classroom or the Internet environment (Hussin, Manap, Amir, & Krish, 2012), wireless technologies cause radical changes in education and transform classroom teaching into a form of learning that can take place at any time and any place (Çavus & İbrahim, 2009). With the increase in the number of mobile devices such as mobile tablets and smartphones that work with wireless communication technologies (O'Malley et al, 2005), it has become easy to integrate education-related applications into daily life (Başoglu & Akdemir, 2010).…”

Perceptions of Education Lecturers in the Implementation of Mobile Learning

“…Therefore, their perceptions of ICT, which in this research narrowed to the use of mobile learning, it is important to investigate. This study uses a questionnaire adapted from (Hussin, Manap, Amir, & Krish, 2012;Yusri et al, 2015). This questionnaire consists of two parts, the first part related to lecturer data and the second part consists of questions related to backgrounds of work and education as well as perceptions of education lecturers on mobile learning.…”