Mobile Devices in Higher Education: Instructor Perspectives on Usage, Problems, Opportunities.

Mobile Devices in Higher Education: Instructor Perspectives on Usage, Problems, Opportunities.

Mansur Rizoev

Submitted to the

Institute of Graduate Studies and Research

in partial fulfillment of the requirements for the degree of

Master of Science

in

Information and Communication Technologies in Education

Eastern Mediterranean University

February 2015

Gazimağusa, North Cyprus

Approval of the Graduate Committee of Information and Communication Technologies in Education Program.

_________________________

Assoc. Prof. Dr. Ersun İşçioğlu

Chair, Department of Computer and

Instructional Technology T. Education

We certify that we have read this project and that in our opinion it is fully adequate in scope and quality as a project for the degree of Master of Information and Communication Technologies in Education.

_________________________

Assoc. Prof. Dr. Ersunİşçioğlu

Supervisor

Evaluation Committee

____________________________________________________________________

1. Assoc. Prof. Dr. Mustafa İlkan____________________________________

2. Assoc. Prof. Dr. Ersunİşçioğlu____________________________________

3. Dr.FatmaTansuHocanın____________________________________

ABSTRACT

The rapid growth of mobile devices in the learning and teaching environment will push to create new educational and instructional tools. Mobile devices allow to produce different types of learning such as personalized, situated, and independent. The main goal of this study is to investigate instructors’ views about to use mobile technology in learning/teaching environment. Findings of the research show that instructors have balanced between two aspects - benefits of having mobile technology in educational environment and distraction due to use of ICT during the class hours. Mobile technology provides opportunities, especially in the social media to interact with groups of people that thus creating collaborative learning and knowledge sharing among these people.

Keywords: Mobile devices, Perception use of mobile devices in Education, Perception in the learning and teaching environment, Content

ACKNOWLEDGEMENTS

I want to express my gratitude to my supervisor and instructor, Assoc.Prof. Dr. Ersunİşçioğlu, and his extensive support during my studyin Eastern Mediterranean University. To all the supervisors that contributed and guidedme in writing this project. Also, I’m grateful to the instructorsof School of Computing and Technology that participated on my research tocomplete my project. I’m thankful for their cooperation, tolerance,and enthusiasm during the interview.

I would like to show appreciation to my family that helped and supported me during my study. Their inspiration assisted me to overcome barriers during my study as well as their encouragement.

DEDICATION

I would to thank Almighty God and my family for their charity, support, and blessings during my learning process.

TABLE OF CONTENTS

ABSTRACT iii

ACKNOWLEDGEMENTS iv

DEDICATION v

LIST OF FIGURES viii

1 INTRODUCTION 1

1.1 Background of the Study 1

1.2 Purpose of the Study 2

1.3 Limitation 3

1.4 Significance of the Study 3

1.5 Definition of Terms 3

2 LITERATURE REVIEW 5

2.1 Instructor Roles 5

2.2 Instructors’ perceptions and attitudes 6

2.2.1 Faculty perception to curriculum 7

2.2.2 Instructors’ age 10

2.2.3 Instructors’ gender 12

2.3 Technology as motivation to learn 16

2.4 The Challenges and Benefits of Mobile Learning 22

2.4.1 Challenges of M-learning 23

2.4.1.1 Limitation of speed and availability of resources 25

2.4.1.2 Improper approach to write text messaging 27

2.4.1.3 Limited memory 28

2.4.2 Opportunities of m-learning 28

2.4.2.1 Low-priced mobile learning 29

2.4.2.2 Distribution of content 29

2.5 Interaction 32

3 METHOD 42

3.1 Participants 42

3.2 Data Collection Tools 43

3.3 Data Analysis 44

3.4 Trustworthiness 44

4 FINDINGS 45

4.1 Usability of mobile devices 45

4.2 Instructors’ view 47

4.2.1 Advantages 47

4.2.1.1 Flexibility 50

4.2.1.2 Learning in the context 53

4.2.2