QR Cache: Linking mLearning theory to practice in Qatar

Abstract

Background and Objectives: Virtually ubiquitous mobile and wireless network coverage combined with high mobile device penetration create an opportunity for mobile learning (mLearning) research to focus on linking theory and practice. The QR Cache project at College of the North Atlantic-Qatar (CNA-Q) evolved from the desire of students to use their own mobile devices, and the need for situated mLearning solutions to training demands of Qatar's technical workforce. QR Cache was developed as a set of exemplars of situated mobile reusable learning objects (RLOs) for students studying introductory computer hardware devices and concepts. The QR Cache project uses a Design-Based Research (DBR) approach to study the development of the RLOs, as well as the link between instructional design and established learning theories. Moore's Transactional Distance Theory and Koole's FRAME model are used to provide theoretical grounding for both design decisions and results interpretation. Methods: Participants used their own mobile devices to scan Quick Response (QR) codes affixed to computer equipment. The QR codes redirected their smartphones to websites with information on the English names and some basic facts about the devices. Participants then completed an online questionnaire about their experiences. Survey responses were analyzed for indicators of transactional distance, as well as the domains of effective mLearning design outlined by the FRAME model. Results: Eight students completed the online questionnaire in the pilot phase. All participants were easily able to access the RLOs using their own mobiles. Responses indicated that they found the situated learning strategy desirable. Students also indicated that they revisited the RLOs several times and that the activities generated interaction in the form of discussions with their peers and instructors. Conclusions: Student experiences with the QR Cache RLOs demonstrate low levels of transactional distance between learners and content, their peers, and instructors. They also show a strong convergence of the learner, social and device usability aspects of the FRAME model required optimizing the mLearning experience. However, the limited number of pilot phase participants makes it difficult to provide generalizations. Expanding the research to include more participants in a subsequent phase would address this limitation.

Collaborative Situated Active Mobile learning strategies: a new perspective on effective mobile learning

“…However, examples of these very types of activities are presented later in this paper to show how the introduction of mobile devices in CSAM strategies can mitigate this potential. For instance, the exploration of physical components of a computer system described in the example of the QR Cache research project (Power, 2012a(Power, , 2012b would exhibit a high degree of transactional distance if no guidance were provided to students. The learners would likely have no idea which parts were important to look at, where to find relevant information about those components, or how to connect the functions of those components in a holistic understanding of computer system functionality.…”

“…mLearning researchers and practitioners have already begun to integrate Collaborative Situated Active mLearning principles into real teaching and learning contexts in the GCC region, both overtly and indirectly, because CSAM strategies reflect sound learning theory and lessons learned from mLearning practice. The aforementioned QR Cache research project in Qatar is an example of an effort to determine student perceptions of CSAM strategies, as well as their effectiveness compared to traditional (non--technology augmented) classroom practices (Power, 2012a(Power, , 2012b. That project was developed as an example of design--based research, with an aim of subsequent expansion into classrooms in other subject areas.…”

“…CSAM is also offered here as a new strategic planning framework to provide guidance for mLearning instructional design decisions, a framework for reflective mLearning practice, and a tool for self--evaluation of mLearning instructional design. Examples of this strategy can be found in recent mLearning research and practice (Ally, et al, 2012;Gitsaki, et al, 2013;McCoy, 2013;Nicoll & Hopkyns, 2013;Power, 2012aPower, , 2012bSantos, 2013;Schmitz et al, 2012). Support for this strategic approach can be found in Koole's FRAME model (2009) which illustrates how well--established work such as Activity Theory (Chaiklin, 2003;Kaptelinin & Nardi, 2006) and Transactional Distance Theory (Moore, 1989(Moore, , 1991 can inform mLearning instructional design and evaluation.…”

“…Learning about computer concepts and devices from a textbook can be challenging, especially for students learning in a second or foreign language. The QR Cache research project (Power, 2012a(Power, , 2012b) used web--based Reusable Learning Objects (RLO's) accessed by scanning Quick Response (QR) codes by students with their own mobile devices. QR codes were mounted on actual computer equipment, so that learners could access just--in--time information about terminology and functions as they explored the equipment in small groups at their own pace.…”

“…In Qatar, a partnership between Qatar Foundation, Qatar University, Qatar Petroleum and other petrochemical companies has given rise to a comprehensive project to develop mobile workplace English training applications (Ally et al, 2012). Research at College of the North Atlantic --Qatar (Power, 2012a(Power, , 2012b has explored student responses to the use of mobile reusable learning objects (RLOs) accessed by scanning Quick Response (QR) Codes with mobile devices. However, Gulf--based researchers, instructional designers, and front--line educators who want to capitalize on the affordances of mLearning need more than just assurances that mLearning strategies will be supported by state and institutional policies, technical infrastructure, or receptive learners.…”