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416 Pages·2015·5.95 MB·English

by  Uel User

Modelling of the relationships between Mobile
Device Technologies (MDTs) and UK educational
practices

Motunrayo Olutoyin Remy Olasoji

A thesis submitted in fulfilment of the requirements of the
University of East London for the degree of
Doctor of Philosophy

August 2014
Dedicated to my past, present and future.
May those reading find my achievement inspiring and worth
surpassing.

ii
Declaration of originality

This thesis contain original work by the researcher and no parts of
the thesis have been copied from any previous work from any other
person or persons except those fully referenced and acknowledged
as necessary. The study outlined in this thesis has not been
submitted for any other degree programme at University of East
London or any other university or higher educational institution.

iii
Included papers and attribution

Excerpts from some of the sections in this thesis have been
submitted as articles for publication or published in journal(s) /
conference(s) / workshop(s) etc. Some of these include the
following:

Chapter 4 Requirement Engineering for Effective Mobile Learning:
Modelling Mobile Device Technologies Integration for
Alignment with Strategic Policies in Learning
Establishments (ISEC'14)
R. Olasoji, D. Preston, A. Mousavi
Paper presented at the Information Systems Education &
Curricula (ISEC) 2014, in Warsaw, Poland (7-10 September,
2014).
Published in the Proceedings of the 2014 Federated
Conference on Computer Science and Information Systems
for IEEEXplore Digital Library (pp. 851–860, ACSIS Vol. 2.
DOI: 10.15439/2014F98).
Chapter 7 Alignment of Mobile Learning agenda with learning and
teaching strategies in HEIs: Goal modelling approach
Presented at the HEA Workshop on Teaching and Learning
Programming for Mobile and Tablet Devices, Faculty of Life
Sciences and Computing, London Metropolitan University,
London, United Kingdom, July 2014

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Acknowledgements

First and foremost, I am grateful to God for making this achievement possible. In his
words through Apostle Paul, he promised that his children “can do all things through
Christ” (Philippians 4:13). This belief was all that sustained me through it all, and I
doubt I could have come through otherwise. I will be forever indebted and thankful. I
will also like to thank Professor Hussein Zedan and Dr David Preston who were both
on my MPhil to PhD transfer panel. Without their decision to allow me to transfer and
Professor Zedan’s subsequent support and willingness to single-handedly bring a fresh
outlook and direction into the research, this thesis may never have been published.

Next, I am very grateful to my current supervisors, Dr David Preston who later became
the Director of Study and Dr Amin Mousavi. Both sacrificed valuable time, passion and
efforts right up to the end in order to guide me towards clarity in expressing my
thoughts and following due process. They gave me confidence when I was flagging
and inspired me to reach depths I didn’t know I had. Without their guidance and
personal commitment to ensure the rigour expected in a PhD research is adhered to
and was never in question, there would undoubtedly have been a different outcome to
the process and for this I am extremely grateful.

I also want to thank previous supervisors who had to resign from their assignment
during the course of the project. Dr Chrisina Jayne was the first. She somehow
believed in me right from the beginning and put a lot of effort into getting me started
and well beyond. Subsequently, Professors Mohammad Dastbaz, Dr Julie Baldry-
Currens and Professor Allan Brimicombe were all among those giants on whose
impressive shoulders I was able to stand and launch forth into the unknown. This
process could not have succeeded without their support; and certainly not without the
existing body of knowledge from previous relevant research and activities in the
domain. I found their work and previous efforts invaluable.

Next I want to thank all my friends. They were kind, very encouraging and supportive;
several going out of their way to be accommodating and accepting when I am
physically unable. I am especially grateful to members of my church (RCCG Bethel
Parish, London, UK) who are truly my extended family. Each and every one from the
youngest to the oldest were impressive; taking up the slack for me when necessary.
Thanks also to my beloved husband, Yinka. He is my most loyal advocate, partner and
friend, and there was no way I could have done this without him and without his
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encouragement. I also want to thank my two beautiful and wonderful daughters,
Kimberley and Natalie; both growing up to be impressive young women in their own
right. They unknowingly inspired me to try harder. Finally, I thank everyone who also
contributed one way or the other; so many I am unable to mention all. This is for you
all.

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Abstract

This study investigates the state of the art of the concept and practice of Mobile
Learning (ML) and the integration of Mobile Device Technologies (MDTs) in
educational processes. Using a combination of techniques from Requirement
Engineering (RE) and Agent Oriented Software Engineering (AOSE), the
domain is explored and analysed for ongoing effectiveness and sustainability.
Impressive advances in MDTs have made them pervasive and entrenched in
many cultures, systems and in everyday living. In the last decade, the
emergent of mobile / handheld devices, and subsequently, wireless technology
standards have given rise to the concept of ML.

Although MDT was seen by many early on as part of the solutions for learning
transformation, quantifying benefits and placement in teaching and learning,
either to achieve learning objectives or enhance the process remain
problematic. In spite of efforts in the last decade by researchers and educators,
expected potentials for learning mobility and adaptability resulting from their use
are largely unfulfilled. Rapid changes in development and manufacture also
continue to present additional challenges.

Most research studies typically employ the approach of evidencing benefits
through usage implementations and experimentation. In the review of this
thesis, application of techniques provided in domain neutral RE and AOSE
disciplines for specifying goals and requirements for complex systems is
proposed. Alignment with teaching and learning strategies as well as
institutional goals and strategies is considered essential for successful
integration in any learning institution. Consequently, this review advocate
strategies for alignment through elicitation and modelling techniques of RE and
AOSE disciplines.

Requirement elicitation is carried out using a mixed methods of inquiry
comprising of four phases in sequential & parallel investigations. Phase I
involves literature / citation report analysis / systematic review and quantitative
survey. Secondary quantitative data is also sought during this phase. Phase II
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includes further in-depth quantitative and qualitative study. Questions used
during this phase are designed from issues arising in Phase I. Phase III
comprises of targeted studies among stakeholders in Higher Educational
Institutions (HEIs), allowing for comparison of underpinning policies, cultures
and practices; gaining an understanding of the concept and influential factors.
Data gathering techniques include surveys, observations, interviews and focus
group sessions.

Using both sequential and parallel mixed method of enquiry afford opportunities
to establish a frame of reference and analyse opinions within the domain among
relevant stakeholders: students, academics / educators, those in the role of
learning support and governance and IT support personnel. The survey is
analysed using descriptive statistical analysis techniques, also involving
comparison of responses from all participating groups. Qualitative data is
analysed using thematic methods

The review of this thesis contributes to the body of knowledge on ML as a
concept and practice, evaluating definitions, frameworks and practices as
relating to HEIs for the most part. Approaches to integration by selected HEIs
are explored and analysed for effectiveness. A series of models is created
illustrating the use of RE and AOSE techniques to align ML system
requirements with organisational goals and strategies. Outcomes from the
review will make it possible to advance research and knowledge forward for the
practice of ML and integration of MDTs in educational processes.

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Table of contents

Acknowledgements .......................................................................................... v
Abstract .......................................................................................................... vii
Table of contents ............................................................................................ ix
List of Figures ................................................................................................ xiii
List of Tables................................................................................................. xiv
List of Abbreviations ....................................................................................... xv
1. The research position .............................................................................. 18
1.1. Frame of reference for the study ................................................................... 19
1.2. Changing face of education .......................................................................... 20
1.3. Education and Mobile Device Technology (MDT) ......................................... 23
1.3.1. The history of MDTs .............................................................................. 25
1.4. A roadmap for Mobile Learning (ML) ............................................................ 27
1.4.1. Motivating today’s learners? .................................................................. 30
1.4.2. MDT ownership among HE students ..................................................... 32
1.4.3. Can MDT cure short-comings in learning? ............................................. 34
1.4.4. The challenge for education................................................................... 37
1.5. Old story, new approach ............................................................................... 41
1.5.1. Engineering current reality ..................................................................... 42
1.6. Change management: Herzberg's dual-factor theory .................................... 45
1.7. The thesis in brief ......................................................................................... 47
2. ML and MDTs: Historical contexts ........................................................... 50
2.1. ML in practice: A review of literature ............................................................. 51
2.2. Changing face of MDTs ................................................................................ 52
2.2.1. Limitations of MDT, then and now ......................................................... 55
2.3. The state of the art of Mobile Learning (ML) ................................................. 57
2.3.1. In search for a definition for ML ............................................................. 60
2.3.2. Early trials and implementations ............................................................ 65
2.3.3. Citation analysis review ......................................................................... 66
2.3.4. Systematic review analysis .................................................................... 71
2.3.5. Framework models for ML: Reviewing & evaluating practices ............... 78
2.4. Making a case for ML in education ............................................................... 86
2.4.1. Opportunities in educational affordances of MDTs ................................. 88
2.4.2. The conundrum of mobile “deep” learning ............................................. 90
2.4.3. Differentiating attributes of ML processes .............................................. 93
2.5. Review summary .......................................................................................... 96
3. The study schema: A discourse on research methodology ..................... 98
3.1. Design, rationale and methods ..................................................................... 99
3.2. Research parameters ................................................................................. 100
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3.2.1. Research questions and inquiry direction ............................................ 100
3.2.2. Scope and boundary parameters ......................................................... 102
3.2.3. Terms and usage contexts .................................................................. 103
3.3. Philosophical perspective ........................................................................... 104
3.3.1. The role of the researcher ................................................................... 108
3.4. Fact finding for Requirement Engineering (RE) ........................................... 110
3.4.1. Modelling the subject domain .............................................................. 112
3.5. Data collection methods ............................................................................. 114
3.5.1. Data collection plan and design ........................................................... 114
3.5.2. Quantitative research methods ............................................................ 115
3.5.3. Qualitative research methods .............................................................. 116
3.5.4. Sources of data ................................................................................... 117
3.6. Data analysis and interpretation ................................................................. 123
3.6.1. Quantitative survey .............................................................................. 123
3.6.2. Qualitative interviews and audio recordings ......................................... 123
3.6.3. Shadow observation and field notes .................................................... 123
3.7. Research ethics and trustworthiness .......................................................... 124
3.7.1. Trustworthiness ................................................................................... 124
3.7.2. Ethics .................................................................................................. 126
3.8. Synopsis on research methodology ............................................................ 130
4. Establishing requirements for ML and MDTs in education .................... 132
4.1. The contexts, complexities and propositions ............................................... 133
4.2. Requirement engineering “ML” into “mobility in learning” ............................ 134
4.2.1. Goals modelling and requirement classification ................................... 141
4.2.2. Deriving requirements for ML from goals: A case study ....................... 148
4.2.3. Integrated artefact model ..................................................................... 150
4.3. The challenge of using RE for ML systems ................................................. 151
5. UK HE ecosystem: Learning in the 21st century .................................... 153
5.1. Education in focus ...................................................................................... 154
5.2. A snapshot in time: HEI stakeholder demographics .................................... 154
5.2.1. HE students demographical profile ...................................................... 156
5.2.2. Teaching, learning and learning support .............................................. 157
5.3. Students’ motivation for HE and experience ............................................... 159
5.4. A radical paradigm shift for teaching and learning ...................................... 163
5.5. Understanding the inquisitive mind: The learners ....................................... 166
5.5.1. 21st century learners ............................................................................ 167
5.5.2. Pedagogy for 21st century learners and beyond ................................... 170
5.5.3. The learning space .............................................................................. 171
5.6. Pedagogy and content design for ML ......................................................... 174
5.6.1. Instructional Systems Design (ISD) ..................................................... 174
5.7. Whose education anyway, and who decides? ............................................ 175
6. HE stakeholders in focus ....................................................................... 178
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