Effective online learning in developing countries

It seems that mobile technology may be the answer to enhancing online learning in developing countries. This is mainly due to independence from traditional communications infrastructure, thus overcoming some of the obstacles presented by having to build extensive electricity power grids and large computer rooms at educational institutions.

Mobile devices are educationally interesting because they offer:

·      Several communication channels on one device, for example email, voice and text messaging.

·      Cheaper comparable functionality with desktops and laptops.

·      Wireless access to educational materials, other students and internet resources.

Mobile Learning (M-Learning) applications can also enhance non-academic and para-academic support such as

·      pastoral care, feedback and remediation

·      motivation and guidance

·      Supporting students across the institution.

·      course administration and management.

The Commonwealth of Learning, knowledge series, a topical start up guide to mobile learning in developing countries, claims that mobile phones can be a cost effective way to complement  and sometimes replace other teaching and learning methods. It may be cost-effective due to the low cost of the phones themselves, however the cost of digital data still remains high in some developing countries, as discussed by Sean here.

Tapan Parikh discusses how the use of cell phone technology, especially voice messaging, to facilitate learning in rural India, allowing access to expert knowledge in the fields of health, agriculture and economics, in a similar way that text messaging would be used in developed countries. Voice messaging is the preferred function on mobile phones in rural areas, mainly due to the low literacy levels or more comfort with oral communication.

Hasson, A. A. (2006), discusses the economic benefits of using DakNet technology in rural and remote areas as an affordable means to gaining access to the internet. This is asynchronous hybrid technology, combining inexpensive hardware components and open-source, using traditional transportation infrastructure to create a store-and-forward wireless broadband network. DakNet has been used by village schools in Cambodia, Rwanda, and Paraguay to teach children about the Internet and provide access to broader educational resources. Read more about drive-by wi-fi here.

Michael Trucno, the principal contributor to the World Bank's widely read EduTech blog, states that the use of mobile technology in education is supplemental to what is being taught in the classroom, and increasingly easy to do, given the technology tools and code base out there. He illustrates this easier access to mlearning in an example where a group of tertiary are sent a daily vocabulary quiz via SMS, which they can respond to using the same platform. Trucano reports that Pakistan seeks to capitalize on the ubiquity of mobile phones in households, by exploring the use of text messaging technology (SMS) in education, as it may not see high household penetration rates of desktop computers connected to the Internet for many, many years to come.

Furthermore, Valk, Rashi and Elder, (2010), discuss how Mlearning is particularly relevant in the context of education in developing countries, as many developing countries are now bypassing the exorbitant costs of fixed telephone infrastructure by investing in the installation of mobile phone networks. They posit that MLearning provides a potential way forward for the expansion of education programs to larger segments of the population rather than via the eLearning model that has been adopted in much of the developed world. MLearning allows a method of educational delivery that could be more cost-effective than eLearning methods.

Valk, et al (2010) further state that mlearning can set the stage for new lifelong learning that is different from learning in a traditional classroom in that it allows the individual to take responsibility for their own learning. Mlearning is also meaningful as it facilitates designs for authentic learning that targets real-world problems and involves projects of relevance and interest to the learner.

In general, since the last ten years, developing countries have seen a remarkable growth in mobile technology and mobile telecommunications. Roll (2011), statistically states the significant ratio of landline to mobile subscriptions as: In developed countries there are approximately three mobile devices for every landline, while in developing countries, there are five mobile devices for every landline. Therefore developing countries should use this advantage by promoting Mlearning and thus endeavour to close the gap of the digital divide.

References:

Herrington, A. (2008)Adult educators’ authentic use of smartphones to create digital teaching resources. Retrieved on 16 September 2011 from

http://www.google.co.za/search?q=smartphones+for+dummies&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a#sclient=psy-ab&hl=en&client=firefox-a&rls=org.mozilla:en-US%3Aofficial&source=hp&q=smartphones+for+educational+use&pbx=1&oq=smartphones+for+education&aq=1v&aqi=g1g-v1&aql=1&gs_sm=c&gs_upl=258684l260662l0l263840l9l9l0l0l0l0l612l3464l2-2.3.2.2l9l0&bav=on.2,or.r_gc.r_pw.&fp=cd9d16ac8926038d&biw=1276&bih=670

Mobile Learning in developing countries. Commonwealth of Learning. Retrieved on 09 September 2011, from

http://www.col.org/resources/publications/trainingresources/knowledge/Pages/mobileLearning.aspx

Parikh, T. SmartPlanet CBS. Cell phone technology for the developing world. Retrieved on 09 September 2011, from

http://www.youtube.com/watch?v=9-QEcd-faNc

Hasson, A. A. 2006. WiFi, Roads, VOIP, & Prepaid Cards: Leapfrogging Rural Communications Beyond the Economic Reach of Cellular.

The World Bank. The Use of Mobile Phones in Education in Developing Countries.  Retrieved on 20 September 2011, from:

http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,contentMDK:22267518~pagePK:148956~piPK:216618~theSitePK:282386,00.html

Valk, J., Rashid, A.T. and Elder, L. (2010). Using Mobile Phones to Improve Educational Outcomes: An Analysis of Evidence from Asia. Retrieved on 20 September 2011, from:

http://www.irrodl.org/index.php/irrodl/article/view/794/1487

Trucano, M. SMS Education in Pakistan. Retrieved on 20 September 2011, from

http://blogs.worldbank.org/edutech/sms-education-pakistan

The Advent of drive by wi-fi.(2007). Amir Alexander Hasson interviewed by Gartner Fellow Jackie Fenn. Retrieved on 21 Setember 2011, from:

http://www.gartner.com/research/fellows/asset_168587_1176.jsp

Roll, P., (2011). Mobile Learning on Smartphones for Teachers in Developing Countries. Retrieved on 20 September 2011, from

http://www.google.co.za/url?sa=t&source=web&cd=15&ved=0CEQQFjAEOAo&url=http%3A%2F%2Fwww.iwi.uni-hannover.de%2Fcms%2Fimages%2Fstories%2FDiplomarbeiten%2F2011%2F08%2Fda_roll_k.pdf&rct=j&q=smartphones for educational use in developing countries&ei=qkR4TrO_NueDmQXllcG9DQ&usg=AFQjCNEaA_-CCnKEHhi8j-UZCqlHybXeo

Addressing barriers to e-learning.

http://prezi.com/wqi1mkrwsadd/addressing-barriers-to-online-learning/

What are the possible barriers to e-learning?

Muilenberg and Birch, (2005), reported eight dependent factors: (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. The independent variables they found that significantly affected student ratings included: gender, age, ethnicity, type of learning institution, self-rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed. The results of their study show that the lack of social interaction was the most severe barrier related to the effectiveness of online learning. Dawn, also states that students may find it more difficult to establish relationships and feel a personal connection to the courses they take. She points out that students taking an online course may find it easy to be distracted by Web sites, computer games, cell phones and other types of technology within close reach of the computer.  

The Australian Institute for Social research (2006), reports that 30% of Australian adults in non-metropolitan areas are connected to the internet, as compared to 40% in metropolitan areas. The greatest barriers to online learning were found to be access to technology, costs of equipment and connection, and the lack of plain English usage in manuals, according to Strategy 2000, Access and Equity in Online Learning Project,(quoted from ANTA, 2002:33)

Overcoming the barriers

·      Improved Telephone infrastructure and bandwidth quality.

·      Greater supply of technology infrastructure at lower costs in rural areas.

·      The report quotes the findings of Brennen et al. (2003), who recommended changes in the delivery system to include better preparation of learners, assessment of their readiness to study online and their ICT skills and greater support throughout the course. Interestingly, Takalani, T (2008) also makes this recommendation for Higher Education Learners in South Africa. Takalani also suggests that English lessons be made compulsory to bridge the language gap. In fact, since there is more than one official language in South Africa, Takalani suggests that course content be made available in languages other than English in order to offer equitable access, especially to marginalised groups.

·      Since most remote learners tend to be Indigenous as well, Culturally inclusive teaching needs to be considered to counteract the self-perpetuating patterns also caused by other common factors such as low income, lack of infrastructure, uniformity of language medium in technology being in English, etc.

·      Takalani suggests that a technical helpdesk should be available fulltime for support and should provide speedy delivery service, as delayed responses can hinder the learning process.

·      Teachers need ongoing opportunities to address their own needs in using technology as a teaching tool, by being able to see other teachers using it and being able to share their concerns with other teachers through ongoing dialogue about their experiences, according to Ertmer, P. (1999)

·      Applicability of Progamme Instruction and Design

Ertmer (1999), posits that it is important for teachers to gain technical skills as well as pedagogical knowledge for effective instructional practices that incorporate meaningful uses of technology. Pickett (2009), states that using synchronous as well as asynchronous tools in the online environment provides a maximization of opportunities for adult learners to take full advantage of the online learning process. In order to eliminate barriers instructional designers must add content and design interfaces that contribute to learning outcomes, thus measuring effectiveness in terms of applicability. Designers and teachers need to incorporate multiple and interactive instructional strategies that optimize human learning and intrinsic motivation in terms of autonomy, competence and relatedness to the learning activity. Our ability to provide a dynamic and interactive online learning environment mandates us as educators to continually prepare for changes in the instructional design process that espouses content within context. Pickett (2009) states that the use of constructivist methodology in online instructional design could find new research avenues in learning.

References

Dawn, S. Barriers to Online Learning. Retrieved on 18 Aug 2011, from http://www.ehow.com/list_6116447_barriers-online-learning.html

The Australian Institute for Social Research. University of Australia. (2006). The Digital Divide - Barriers to e-learning. Final Report, presented to Digital Bridge Unit, Science Technology and Innovation Directorate, DFEEST.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology, Research and Development, 47(4), 47.

Muilenburg, L. Y. and Berge, Z. L. (2005). Student Barriers to Online Learning: A factor analytic study. Distance Education. 26 (1), 29–48

Takalani, T. (2008). Barriers to e-learning amongst post graduate black students in Higher Education in South Africa. Stellenbosch University.

Pickett, M.C. (2009). Overcoming Technology Barriers in Adult Online Learning with Modular instructional Design. Proceedings of ASBBS. National University. 16(1).

Meeting the online learning needs of Kinesthetic Learning Styles.

http://prezi.com/ycex0gke3qpz/copy-of-kinesthetic-learning-styles-and-technology-in-online-teaching/

Online environments can provide learning opportunities for tactile/kinesthetic learners. Simulations with 3-Dimensional graphics can replicate physical demonstrations. Lab sessions can be conducted either at predetermined locations or at home and then discussed online. Also, outside fieldwork can be incorporated into the coursework, with ample online discussion both preceding and following the experience. Finally, the online environment is well suited for presentation and discussion of either group or individual projects and activities.

(From, http://www.ion.illinois.edu/resources/tutorials/id/learningStyles.asp, on 18 Aug 2011)

E-learning proves to be a challenge for kinesthetic learners. To enhance retention and enjoyment of information intake, the e-learning course should offer off-line projects to support the online sessions. These learners need to get away from the computer, move their body and DO something with the information they have just received via the screen. Learning sessions for these students will only be successful (and hopefully lead to understanding, skills, competencies, and knowledge) when they have physically experienced and/or actively ‘done’ something during the learning process. (retrieved From, www.creativelearningcentre.com/dl.asp?id=112, on 18 August 2011)

Technology that supports kinesthetic Learning styles

Smartboard

Almoni, P. (2010)claims that kinesthetic learners’ needs can be met through the use of touch-sensitive smart board technology in teaching, because they can actually manipulate the data. The movement of the body allowed through using the interactive pens provided, enables students to move large blocks of text or images around on the board, just like they would with a mouse on a computer screen.

Read more: The SMART Board & Learning Styles | eHow.com http://www.ehow.com/list_7524920_smart-board-learning-styles.html#ixzz1Wi19LsYm

Low-Cost Multi-touch Whiteboard using the Wiimote

http://www.youtube.com/watch?v=5s5EvhHy7eQ

Second Life

http://www.slideshare.net/Lorriberry/teaching-learning-styles-in-second-life/download

http://www.youtube.com/watch?v=_WccmH_wdoo&feature=related

Things you should know about Wii.

Wii can be used to create authentic physical activity teaching exercises with content that influence understanding and retention. Wii offers a simple motion-based input device that can test how various kinds of active learning exercises can benefit different learning styles. Using the whole body input device can translate to higher levels of engagement and increased learning.

http://www.google.co.za/search?q=using+wii+technology+in+teaching+for+kinesthetic+learning+styles&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

References

Barriers to Online Learning, retrieved on 18 Aug 2011, from http://www.ehow.com/list_6116447_barriers-online-learning.html

Meeting Needs, retrieved on 18 Aug 2011, from

http://www.webexhibits.org/about/meetingneeds.html

Learning Styles and the Online Environment. Retrieved on 18 August 2011. http://www.ion.illinois.edu/resources/tutorials/id/learningStyles.asp

E-Learning and Personal Preferences, retrieved  on 18 August, from www.creativelearningcentre.com/dl.asp?id=112

 Low-Cost Multi-touch Whiteboard using the Wiimote

http://www.youtube.com/watch?v=5s5EvhHy7eQ

Dr. Lori Mon. Teaching and Learning Styles in Second Life. Retrieved on 1 September 2011, from

http://www.slideshare.net/Lorriberry/teaching-learning-styles-in-second-life/download

7 things you should know about wii. Retrieved on 1 September from

http://www.google.co.za/search?q=using+wii+technology+in+teaching+for+kinesthetic+learning+styles&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

Almoni, P. The SMART Board & Learning Styles. Updated, 19 November 2010. Retrieved on 1 September 2011, from

http://www.ehow.com/list_7524920_smart-board-learning-styles.html

Exploring issues of access to ICT in education in Developing Countries.

Despite the well known phenomenon that computers and the Internet directly and indirectly enhance the learning process, it is disturbing to know that according to Bahamóndez, E. C. V. and Schmidt A. (2011), close to half of the world’s population do not have access ICTs. They quote data from International telecommunications Union (ITU, 2009), to show the huge digital divide in the proportions of households with computers being more than 75% in developed countries, as compared to 24% in developing countries. The proportions of households with internet access was measured at an average of 63% in developed countries, while only 16% of households in developing countries had Internet access.

One of the major challenges faced by governments of developing countries today, is the preparation of societies to be competitive with gobalization through communication and information revolution. Professions, educational institutions and workplaces today generate and demand a new technological culture, in which basic reading, writing and arithmetic skills are not enough.

Given wide disparities in access to digital technology between developing and developed countries and between different groups within countries, there seems to be serious concerns that the use of ICTs in education can widen the gap drawn along the lines of economic, social, cultural, geographic and gender lines. Thus planners and developers of International Education programmes face a formidable challenge in terms of how they define the problem and provide assistance for development. The introduction of ICTs in education has to be done with careful deliberation if we are to avoid marginalizing those who are already disadvantaged. Drawing on the work of Tandon, N. and Mark, J., Tinio, V. L.(2002), posits that women and girls are more disadvantaged when it comes to access to digital technology due to reasons of lack to time, mobility, education and poverty. Kelly-Salinas, G. (2000), stresses the importance of compensatory programmes like the African Girl’s Education Initiative, involving 20 countries with specific programmes allowing girls to increase their participation in school and making new information available to them. According to a Unicef 1999 report, educated girls show new behaviours such as marrying later, seeking medical attention earlier, providing better care and nutrition for their children. Tinio. V. L., also addresses the issue that it’s not enough to only consider equal access to ICT, but also equal attention must be paid to ensuring that technology is used in ways that truly serves the needs of target learners. For example, an ICT integration into Education project in Guatemala, called Enlace Quiché, with an objective to create multimedia bilingual educational resources that are anchored on the Mayan culture and reflect a constructivist approach to learning.

What can developed countries do to bridge the Gap?

Kelly-Salinas, G. (2000), posits that ICT could be used as a tool to ‘close the gap’, given a sound and telecommunications and computer network insfrastructure that can support and deliver diverse educational models. He advises pre-service and in-service education of teachers to accompany ICT initiatives in schools.  He claims that teachers can become confident users by means of collaborative ICT projects between developed and developing countries. He gives an example of a simple model of International collaboration between teachers from developing countries, called ‘Teachers talking about learning’, which was created by UNICEF (http://www.unicef.org/teachers/). Using the Internet and television, teachers identify and disseminate best practices in an online community of practice by sharing experiences and strategies of how better to use new technologies.

References:

Elba del Carmen Valderrama Bahamóndez, and Albrecht Schmidt (2011). Mobile phones, developing countries and Learning. In Mobile Technologies and Handheld Devices for Ubiquitous Learning: Research and Pedagogy (pp. 120-131)

Tinio, V. L. ICTs in Education. Retrieved from: http://www.google.co.za/search?q=ICTs+in+Education&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

On 10 August 2011

Guillermo Kelly-Salinas. (2000). Different Educational Inequalities: ICT an Option to Close the Gaps. In Learning To Bridge The Digital Divide.

Organisation for Economic Co-operation and Development, Paris. (pp 21-36)

Social challenges to e-learning

While registering for #RSCON3 e-conference, I felt excited, nervous and curious, as it was my first online experience. Being a novice at many online applications and platforms, I had some reservations about my success at being able to access the sessions that I intended to attend. I would like to share my experience, thoughts and reflections before, during and after this conference.

When registering I found out that having a ‘Twitter’ account was a prerequisite. This knowledge threatened an underlying belief about the safety of my online identity. Up to then the only social media I had subscribed to was ‘Facebook,’ for the purposes of maintaining contact with selected friends and family. After overcoming my fear and creating a Twitter account, I found, to my pleasant surprise, that I had all this information relevant to many of my interests at my fingertips, much of it from very reliable and famous sources. I could see myself using Twitter regularly as a learning tool.

Using the application called ‘Elluminate Live’, I found myself in this virtual classroom, where I could see the names of the others attending and I could interact by using emoticons or using the chat box. Since I was very new to this software, I had to hastily familiarise myself with the different icons and their functions. For the first session I could save the chat conversation, due to help from the moderator. However I had difficulty in finding the sound, as the session was ended by the time I got to the sound. By the time I got to the second session, I felt more prepared and at ease, knowing how to enter the classroom, how to state my location and how to use the emoticons to interact with others during the session. This social aspect of the software was very helpful in my experience, as it helped me to see what others felt about things and I was able to get help from the moderator by using the chat conversation box. Anderson (2008), discusses the design and development of online teaching programmes, by reflecting on the model posited by Garrison, Anderson and Archer (2000), called ‘Community of Inquiry,’ especially the ‘social presence’ aspect of it. This model postulates that deep and meaningful learning occurs in an online learning programme, where three aspects, teaching, social and congnitive, are present. The social aspect incorporates the interactive nature of a programme, thus providing a supportive environment in which the students feel safe and comfortable to express their ideas in a collaborative context. In my experience, as soon as I entered the classroom, I was welcomed and directed by the moderator. I felt safe to ask questions, using the chat conversation box.

Even though my virtual experience did help me achieve the outcome of learning about how digital technology is being used in the classroom by other educators, I did miss the face to face (F2F) contact that has the potential for incidental learning, which is what happens at live conferences, during tea and lunch times. Sanders (2006), discusses potential impact of using digital technology in teaching, without critically assessing it’s worth and use. He discusses the value of the ‘serendipitous moments of learning’ that occur so often in F2F environment, the overheard remarks, discussions in the hallways, before–class updates, etc., that can be springboards to so much further learning. As well as being an avid user of digital technology during his teaching, in comparing the virtual and F2F classrooms, he finds the interactions during F2F sessions to be lengthier, more involved and generally more supportive than those mediated by use of technologies.

Therefore I do believe that as much as current digital technologies endeavour to be as socially interactive as possible, in order to maintain the gregarious nature of human communication, perhaps blending in F2F facilities, where possible, into our online programmes might help to facilitate deeper, more meaningful exploration of concepts.

Sanders, R. (2006). ‘The imponderable bloom’ – reconsidering the role of education in technology. Innovate Journal of Online Education. 2(6).

Anderson, T. (2008). (ed.) The Theory and Practice of Online Teaching. Teaching in an online context. p355.

http://www.google.co.za/search?q=elluminate+live&ie=utf-8&oe=utf-8&aq=t&rls=org.mozilla:en-US:official&client=firefox-a

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