Section 8.1
Why Alignment Is Important
Tutorial
Example of a Well-Aligned Study
M-learning (learning with the use of mobile devices such as smart phones and
tablet computers) is an innovative and rapidly emerging field, with promising
applications within the higher education system (Park, 2011; Rosman, 2008;
Solvberg & Rismark, 2012). The general problem is that the rate of innovation
relative to mobile learning technology and m-learning applications is outpacing
the research necessary to understand the effectiveness of m-learning embedded
in higher education environments (James, 2011; Koszalka & Ntloedibe-Kuswani,
2010; Rajasingham, 2011). James (2011) underscored this concern, explaining that
demand from tech-savvy students pressures institutions to implement m-learning
programs before sound theoretical frameworks and pedagogy are in place.
The specific problem is that leaders in many universities have created or
adopted m-learning applications without a research basis regarding who is
using these m-learning applications, to what extent, and for what purpose
or objectives. Published research has focused largely on the technological
aspects of m-learning, such as the mobile devices and mobile applications
themselves (Elias, 2011). A heavy emphasis on m-learning technology at the
expense of a sound understanding of the m-learner, user experience, teacher/
learner interaction, and learning outcome has resulted in a healthy skepticism
with regard to the effectiveness of m-learning as a long-term strategy for
higher educational institutions (Rajasingham, 2011). Continuing to innovate
technologically in the absence of such an understanding results in institutions
of higher education expending considerable amounts of time, effort, and funding
without fully harnessing the power of m-learning (Koszalka & Ntloedibe-Kuswani,
2010) with regard to either the learner or the institution.
Bridging the gap between the acceptance of m-learning technology and the
acceptance of m-learning as a viable and valuable means of educating students
is an essential step forward if use of m-learning is to become widespread in
higher education over the long term (Liu et al., 2010). Higher education leaders
may use the knowledge gained from the current study to inform the creation and
effective use of m-learning applications in their institutions. Understanding
who is using m-learning applications, to what extent, and for what purposes or
objectives will generate information to address a knowledge gap in the scholarly
literature about m-learning.
The research objectives of this qualitative case study are to understand (a) who
is using m-learning technology in the classroom, (b) the frequency and degree
of usage of m-learning, (c) how faculty are using the technology, and (d) for
which purposes or learning objectives. The sample will include 30 tenured and
nontenured full-time instructors from business, social sciences, science,
and humanities. Data sources will include interviews, classroom observations,
and review of course syllabi and lesson plans.
The research questions that will guide the study are:
RQ1: What categories of faculty are using m-learning
technology in the classroom, by discipline, subject matter,
and demographic groups?
RQ2: How often and to what extent do the faculty use
m-learning technology?
RQ3: How do faculty use the technology to support learning?
RQ4: What are the different purposes and types of learning
objectives targeted through use of m-learning technology?
Andersen, K. (2013). Perceived user experience associated with m-learning: An exploratory case study at a
graduate university (Unpublished doctoral dissertation). Denver, CO: University of the Rockies.
The specific
problem of
leaders creating
or adopting
m-learning
applications
without a
research basis
aligns with
the general
problem
regarding
the rate of
innovation:
m-learning
is outpacing
research
knowledge
about its
effectiveness.
The research
objectives focus
on generating
information
that will
contribute to
addressing
the identified
knowledge gap.
The research
method and
research design
are appropriate
to achieve
the research
objectives.
The proposed
population has
appropriate
knowledge
about the
phenomenon
of interest to
contribute
meaningful
data.
The use of
multiple data
sources is
consistent with
case study
research.
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