CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
Mobile Information and Communications Technology (mobile ICT) are a diverse set of technological tools and resources used for creating, storing, managing and communicating information, and to support teaching and learning and research activities (Vajargah, Jahani & Azadmanesh, 2010). The use of the Internet and other information and communication technologies (mobile ICTs) in higher education locally and globally has been phenomenal. This is predicated on the rapidly changing environmental dynamics, globalisation, demand for mobile ICT and life-long learning as well as competition among private and public institutions (Collis & van Der Wende 2002; James 2008). This rapid migration into the digital age calls for the adoption of mobile ICT by higher educational institutions due to its potential effect on educational, social and economic dynamics. The educational benefits of mobile ICTs in teaching and learning are well catalogued (Tok & Sora 2013; Yunus, Nordin, Salehi, Embi & Salehi 2013; Mullamaa 2010; Pretorius, Steyn & Johnson 2012; James 2008…..). Such benefits include their impact on catalysing teaching practice thoughts; language acquisition; motivating learners; enhancing students’ academic performance and enhancing pedagogy (Jaffer, Ng’ambi & Czerniewicz 2007). Research shows that despite the benefits, higher education institutions have been rather slow in tapping on mobile ICT potentiality particularly for teaching and learning purposes. South Africa is no exception to these notions.
The uptake of mobile ICT in higher education stem from a strong institutional policy and support base. Cross and Adam (2007) opined that such policy initiatives and strategies were critical to national, social and economic development goals. Using the South African higher education landscape, Cross and Adam (2007) argued that despite mobile ICT usage having increased, most institutions did not have comprehensive institutional visions or strategies on mobile ICT use. The policies are part of the broader institutional imperatives and the intents and purposes of vary from institution to institution. A cursory look at a few South African universities’ strategic plans seem to buttress these assertions. For instance, the University of Free State’s Strategic plan (2012) Information Technology policy puts more emphasis on students’ performance and lecturer capabilities in mobile ICT usage. Their plan is to “…take a long-term view, to migrate from occasional access to ‘always-on’ status for 30 000 students over the next five years” (UFS Strategic plan 2012:48). The University of Fort Hare likewise, confirmed in its policy documents (UFH mobile ICT policy document) that mobile ICT use within South Africa has been growing rapidly for more than a decade. The institution’s Strategic Plan advocates the promotion of Technology-enhanced Learning (TeL) albeit, as one of the key objectives within the strategic goal of teaching and learning, research and community engagement excellence (UFH Strategic Plan 2012). The university of Venda Strategic plan cites mobile ICT as critical success factor ‘in support of the university’s core business’ (Univen Strategic Plan 2012:46). The university in its SWOT analysis (Univen Strategic Plan 2012:13) boasts of academics with laptops, functional modern hardware and software, and students with internet access but inadequate computer facilities and internet capacity. The mobile ICT models that the cited institutions seem to have adopted in embracing mobile ICT resonate and have semblance with models suggested by Mhlanga (2006). These are the supplemental, replacement, emporium and the buffet models. The first three cited models seem to be the dominant ones in most institutions. These models retain the traditional teaching and learning approaches with gradual supplementation with mobile ICT interactive approaches. Most South African higher education strategic plans advocate mobile ICT access and use while retaining the human element through the lecturer’s role. The buffet model advocates a radical shift towards total adoption of mobile ICT grounded teaching methodologies that take into account individual students’ learning styles. This strategy has benefits for the student. Some of the benefits in mobile ICT use of in education are that it help improve memory retention, increase motivation and understanding (Dede, 1998), promote collaborative learning, and problem solving activities (Forcheri & Molfino, 2000). Despite these noble goals and benefits, Oliver (2002) has for instance shown that the education field has not been faster in its adoption of mobile ICTs compared to fields such as medicine, tourism, engineering, law and others. Several reasons have been advanced for this uncanny impact (see for instance Oliver 2002; Collis 2002; Kirkup & Kirkwood 2007; Collis & van Der Wende 2002; Stensaker, Maassen, Borgan, Oftebro & Karseth 2007; James 2008). Despite is perceived and proven benefit, mobile ICT uptake by higher education institutions for teaching and learning purposes has been below par. in the case of South Africa Jaffer, Ng’ambi and Czerniewicz (2007) have opined that the potential use of mobile ICTs in addressing teaching and learning needs is difficult to authenticate. Such a development has the potential of creating some an anxiety among the primary consumers of such technologies, the student. In their South African study Jaffer, Ng’ambi and Czerniewicz (2007) suggested that mobile ICT use was a useful strategy in addressing persistent teaching and learning challenges. Such challenges according to the authors encompassed students’ diversity, the deep rooted stemming from the racially segregated apartheid legacy and large classes. These bred academic under preparedness and compounded linguistic challenges in a multilingual context. A Zimbabwean study by Chitiyo (2006) attributed the underutilisation of mobile ICT usage by academics to weird conceptualisation and integration of IT. The academics viewed mobile ICT as being synonymous with hardware and akin to audio-visual aids. Moreover the academics proficiencies in computers for instance was at the basic level. Institutional financial and policy support were reportedly lacking as most academics struggled to access the appropriate technological tools. A Thai study (James 2008) noted that fewer academics utilised mobile ICTs suggesting that it was less effective that the traditional pedagogic approaches. The uptake of mobile ICT in the African context is recognised as an imperative. The challenges alluded to earlier on, could be addressed if mobile ICTs are integrated into the teaching –learning milieu. James (2008) demonstrated that universities need to account for public funds and spinoffs derived from embracing mobile ICTs. He suggested the infusion of e-learning into traditional educational offerings through blended learning and creation of virtual universities. Bladergroen et al (2013) opined that the success in mobile ICT usage lay in training pre-service and in-service personnel. The benefits will then cascade to the end user.
1.2. STATEMENT OF THE GENERAL PROBLEM
Higher education institutions have responded slowly to mobile ICT awareness and usage. Fewer research studies have ventured into investigating students’ perceptions of the use of ICTs by academics in South African higher education institutions. This is despite global evidence that points to lower mobile ICT usage by few academics. That fewer academics use few available mobile ICTs such as WebCT and mobile blackboards for teaching and learning purposes is a cause for concern for higher education institutions.
1.3. AIMS AND OBJECTIVES OF THE STUDY
The major aim of the study is to examine the use of mobile mobile information and communication technology for learning among undergraduates. Other specific objectives of the study include;
1. To assess the level of use of mobile ICT in Nigerian universities.
2. To determine the importance of ICT to learning.
3. To know if there is a significant effect on the use of mobile ICT on learning.
4. To recommend ways of improving the use of mobile ICT in learning and teaching
1.4. RESEARCH QUESTIONS
1. What is the level of use of mobile ICT in Nigerian universities?
2. What is the importance of ICT to learning?
3. Is there a significant effect on the use of mobile ICT on learning?
4. What are the ways of improving the use of mobile ICT in learning and teaching?
1.5. RESEARCH HYPOTHESIS
H0: There is no significant effect of the use of mobile ICT on learning.
H1: There is a significant effect of the use of mobile ICT on learning.
1.6. SIGNIFICANCE OF THE STUDY
The study would be of immense to the development of learning and teaching in the educational sector as it would unveil the importance of mobile ICT in teaching and learning process. The study would also benefit students, researchers and scholars who are interested in developing a further study on the subject matter.
1.7. SCOPE AND LIMITATION OF THE STUDY
The study is restricted to the perception of undergraduates on the use of mobile ICT for learning using the University of Lagos as the case study.
LIMITATION OF THE STUDY
Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview)
Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.
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