Exploring first year medical students’ use of mobile learning to support their self-regulated learning in a developing country
- Authors: Nyirenda, Ishmael Kamtagwala
- Date: 2024-10-11
- Subjects: Medical students Developing countries , College freshmen Developing countries , Self-regulated learning , Mobile communication systems in education , Education, Higher Developing countries , Information technology
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/466447 , vital:76729 , DOI https://doi.org/10.21504/10962/466447
- Description: In order to manage the demands of university studies, research suggests that university students should possess efficient self-regulated learning (SRL) skills. The use of mobile learning is believed to enhance SRL skills. Yet, despite the potential benefits of mobile learning, many first-year students encounter challenges in using mobile devices to foster self-regulated learning skills. It is against this backdrop that this study aimed to examine how first-year medical students utilisee mobile learning to foster self-regulated learning. This study employed a Explanatory Sequential Study Design , combining both quantitative and qualitative data. It used the interpretativist and pragmatic paradigms to understand how students perceive and use mobile devices for self-regulated learning. The interpretivist paradigm focused on understanding students’ perspectives, while the pragmatic paradigm aimed to identify effective ways of using mobile devices to promote self-regulated learning. Participants to this study were first-year medical students. The mixed-methods approach aimed to provide a comprehensive understanding of the research problem by collecting data through various methods. Questionnaires gathered quantitative data, while participatory observation, reflective workshops, and focus group discussions provided qualitative data. The theoretical frameworks that guide the study include the Unified Theory of Acceptance and Use of Technology model (UTAUT) (Venkatesh et al., 2003) and Vygotsky's (1978) socio-cultural theory (SCT). The study findings revealed that mobile devices were used by first year medical students to manage and control their learning, both inside and outside the classroom. Notably, significant improvements were observed in cognitive learning strategies, metacognitive self-regulation strategies and resource management learning strategies, including time management. Additionally, the study found that first-year medical students had a positive perception of mobile learning. Furthermore, mobile devices were generally perceived as enablers of self-regulated learning (SRL), providing flexibility, convenience, and access to diverse learning resources. However, distractions and interruptions posed challenges to focus and attention. To mitigate these challenges, strategies such as device management and setting boundaries were suggested. Moreover, first-year medical students expressed the need for support in developing SRL through mobile learning. Guidance in selecting effective mobile applications, opportunities for collaborative learning, and technological skill training were identified as essential forms of support. The study thus recommends integrating mobile learning into curricula to enhance self-regulated learning skills in higher education students, especially among first-year students. Higher education institutions should establish deliberate policies and initiatives for mobile learning programs, especially for first-year students. Educators should offer guidance and training on using mobile learning tools effectively, including information searching skill. However, students should be cautious about distractions from the use of mobile devices. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
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Teachers’ use of authentic tasks through mathematics trails in a mobile learning environment to facilitate conceptual teaching
- Authors: Matengu, Given Kahale
- Date: 2024-10-11
- Subjects: Authenticity (Philosophy) , Mobile communication systems in education , Mathematics Study and teaching (Secondary) Namibia , Math walk , Mathematics Study and teaching Activity programs , Educational technology Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/466429 , vital:76727 , DOI https://doi.org/10.21504/10962/466429
- Description: The teaching and learning of mathematics in Namibia is confronted by various forms of challenges that require continuous search for effective pedagogical strategies and approaches to enhance mathematical understanding. Some of the ways include using real and authentic outdoor activities and technological tools, such as smartphones, for teaching and learning purposes. The need to use authentic and realistic tasks in outdoor settings in the teaching of mathematics has strong support from the literature. Moreover, many recent reforms in education challenge teachers across all subjects to use modern and up-to-date technologies to complement and support existing approaches to teaching. Smartphones, in particular, offer new opportunities in the evolution of technology-enhanced learning by allowing teaching and learning to occur in authentic and realistic contexts that extend to real-life environments. This qualitative case study proposes a practical framework that can facilitate mathematical understanding in teaching through the implementation of authentic and realistic outdoor tasks by using the Math City Map (MCM) project on a smartphone. The study aims to analyse and understand how mathematics teachers can create and implement authentic and realistic tasks in an outdoor mathematics trail to facilitate the conceptual teaching of area, volume, ratio and proportion topics, within the context of the Realistic Mathematics Education theory (RME). The study is framed within the RME theory and the iPAC (personalisation, authenticity, collaboration) mobile pedagogical framework. The research process is underpinned by an interpretivist paradigm. Data was collected from eight selected teachers through observations and interviews and analysed using frameworks derived from the RME and iPAC mobile pedagogical theories and the emergence of common themes. The findings suggest that the integration of smartphones and mathematics trails have pedagogical benefits in mathematics teaching and can facilitate the use of outdoor tasks that are connected to learners’ realities. The study argues that while MCM mathematics trail tasks can be difficult to create, it was worthwhile for teachers using them to conceptually teach the selected topics. It is therefore hoped that the findings of this study contribute towards the use of outdoor mathematics trails and smartphones in the teaching of mathematics. , Thesis (PhD) -- Faculty of Education, Secondary and Post-School Education, 2024
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Exploring outdoor mathematics learning for conceptual understanding through smartphones
- Authors: Pop, Vuyani Samuel
- Date: 2024-04-05
- Subjects: Mathematics Study and teaching (Secondary) South Africa Lejweleputswa District Municipality , Educational technology , Mobile communication systems in education , Math walk , Concept learning
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/436477 , vital:73275
- Description: This study investigated how selected grade 11 mathematics learners used smartphones with the MathCityMap application to learn trigonometry outdoors for conceptual understanding. The aim of this research project was to explore outdoor mathematics learning for conceptual understanding using smartphones. This case study of grade 11 mathematics learners in Lejweleputswa District in the Free State Province, was informed by the Realistic Mathematics Education theory. The study is grounded within an interpretive paradigm and used the explanatory sequential mixed-method design. Forty-two grade 11 mathematics learners participated in the survey and from these 12 were purposively selected to participate in walking the mathematics trails and interviews. The findings revealed that, while the grade 11 mathematics learners acknowledged the significance and value of using smartphones for learning mathematics, they were prohibited from carrying or using smartphones on the school premises, as part of the school code of conduct. The preferred use of smartphones for learning mathematics was understandable, as the survey was conducted at a time when the COVID-19 pandemic and associated restrictions were still in place. The survey unearthed that among applications for learning mathematics, the MathCityMap application was not known by the learners who participated in the survey. Mathematics trails observations indicated that outdoor tasks were a source of mathematical concepts or formal mathematical knowledge, and enabled learners to reinvent mathematical ideas and concepts with adult guidance. Learners were able to make use of appropriate mathematical models and connections. The mathematics trails ignited robust discussions among learners, and prompted learners to draw from prior knowledge, and recognise and identify suitable mathematical models and shapes from the real-world objects. Learners were able to use multiple representations, make necessary mathematical links, and use their prior knowledge to enhance their trigonometry conceptual understanding. This study concluded that using smartphones with the MathCityMap application could enhance conceptual understanding of trigonometry. The implications for teachers are that learners should be exposed to outdoor mathematics learning using smartphones with the MathCityMap application to improve their conceptual understanding. It is hoped that the results of this study can be used by various stakeholders, who include, inter alia, mathematics subject advisors and teacher training institutions, to enhance learners’ conceptual understanding of mathematics. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2024
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An investigation of how Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips on mobile phones can be used by student teachers as a visualisation tool in the teaching of Number Sense: a case study
- Authors: Kangwa, Lemmy
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Zambia -- Case studies , Visualization , Number concept , Mobile communication systems in education , Mathematics -- Study and teaching -- Software , Telecommunications in education , Educational innovations , VITALmaths
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6930 , vital:21201
- Description: Visualisation is increasingly being recognised as having a significant role in the learning of mathematics especially when students are solving mathematical problems (Thornton, 2001). It is argued that visualisation is a powerful tool for learners to construct mental and physical representations that correctly mirror mathematical relationships and concepts. To gain a thorough understanding of the scope of visualisation, three Visual Technology for Autonomous Learning of Mathematics (VITALmaths) (www.vitalmaths.com) video clips were uploaded on mobile phones of each of the eleven participating student teachers who used them in their teaching practice. This is in cognisance of the educational potential offered by mobile phones and their current pervasiveness in the daily lives of both teachers and learners in Zambia (Zambia. Ministry of Education [M.O.E], 2013]). This study sought to investigate how VITALmaths video clips on mobile phones could be used by student teachers as a visualisation tool in the teaching of Number Sense. The videos of the lessons formed the core of my analysis. The study was conducted at four primary schools by eleven student teachers of a public university in Zambia. The study is framed as a case study and is grounded within the interpretive paradigm. The findings revealed that the student teachers’ use of the video clips in the classrooms for teaching was generally approached from two perspectives: at the beginning of the lesson or at the end. The videos were used at the beginning of the lesson as a means to introduce a topic or an idea, and at the end of the lesson to consolidate what was taught. The videos were also used to enhance the conceptual understanding of Number Sense. The findings also revealed that students encountered both enabling and constraining factors in their use of mobile phones to teach number sense. The overall findings revealed that, if well utilised, mobile phones as visualisation tools had the potential to enhance the teaching of Mathematics in general and Number Sense in particular, and therefore teachers should be encouraged to use them in their teaching.
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Web-based M-learning system for ad-hoc learning of mathematical concepts amongst first year students at the University of Namibia
- Authors: Ntinda, Maria Ndapewa
- Date: 2014
- Subjects: Mathematics -- Study and teaching (Higher) -- Namibia , Mathematics -- Technological innovations , Mobile communication systems in education , Teaching -- Aids and devices , Educational innovations , Open source software
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4701 , http://hdl.handle.net/10962/d1013174
- Description: In the last decade, there has been an increase in the number of web-enabled mobile devices, offering a new platform that can be targeted for the development of learning applications. Worldwide, developers have taken initiatives in developing mobile learning (M-learning) systems to provide students with access to learning materials regardless of time and location. The purpose of this study was to investigate whether it is viable for first year students enrolled at the University of Namibia (UNAM) to use mobile phones for ad-hoc learning of mathematical concepts. A system, EnjoyMath, aiming to assist students in preparing for tests, examinations, review contents and reinforce knowledge acquired during traditional classroom interactions was designed and implemented. The EnjoyMath system was designed and implemented through the use of the Human Centred Design (HCD) methodology. Two revolutions of the four-step process of the HCD cycle were completed in this study. Due to the distance between UNAM and Rhodes University (where the researcher was based), the researcher could not always work in close relation with the UNAM students. Students from the Extended Study Unit (ESU) at Rhodes University were therefore selected in the first iteration of the project due to their proximity to the researcher and their similar demographics to the first year UNAM students, while the UNAM students were targeted in the second iteration of the study. This thesis presents the outcome of the two pre-intervention studies of the first-year students' perceptions about M-learning conducted at Rhodes University and UNAM. The results of the pre-intervention studies showed that the students are enthusiastic about using an M-learning system, because it would allow them to put in more time to practice their skills whenever and wherever they are. Moreover, the thesis presents the different stages undertaken to develop the EnjoyMath system using Open Source Software (PHP and MySQL). The results of a user study (post-intervention) conducted with participants at UNAM, ascertained the participants' perception of the usability of the EnjoyMath system and are also presented in this thesis. The EnjoyMath system was perceived by the participants to be "passable"; hence an M-learning system could be used to compliment an E-learning system at UNAM.
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