Mobile learning in the implementation of educational programs for training at the tertiary level: The national aspect

Abstract

The purpose is to diagnose the psychological and technical readiness of first-year bachelor’s degree students for mobile learning and, based on the results, to create a roadmap for the organisation of mobile learning in the process of training first-year bachelor’s degree students.

Methodology. The study was conducted on the basis of H.S. Skovoroda Kharkiv National Pedagogical University in several stages and included the identification of the theoretical foundations of the study, the selection of methods and techniques of mobile learning, and the research base.

The survey involved 189 respondents who are full-time undergraduate students, including women (93.7%) and men (6.3%). The students who took part in the survey are studying in the following faculties: Primary Education; H.F. Kvitka-Osnovianenko Ukrainian Language and Literature; Preschool Education; Natural Sciences; and Law. The project was carried out using a descriptive method by filling in a specially designed questionnaire, the Mobile Microlearning Online Questionnaire.

Results. The advantages of mobile learning for higher education students are: efficient use of time, individual pace and rhythm of learning. At the same time, difficulties in the experience of mobile learning are caused by the inability to rationally distinguish between rest, study, and intellectual leisure. In addition, difficulties Difficulties are also caused by problematic concentration of attention, inability to rationally spend time and energy resources, the problem of the availability of the current generation of gadgets; lack of experience in teamwork, delegation of authority, gaps in secure communication via MS, lack of quality communication, difficulty in mastering computer programs, heavy workload and volume of tasks, lack of digital competence of teachers.

Students consider freedom of movement, the extent of participation in learning initiatives, prompt communication between participants, the environment for the formation of information and digital literacy, clear step-by-step instructions, and dynamic communication to be important conditions for the effectiveness of mobile learning.

In mobile learning, higher education students most often use a smartphone and a laptop, less often other devices (such as UMPC; Tablet PC; tablet PCs; e-book; audio player; multimedia guide; multimedia consoles, etc.) to search for information on the Internet, set up video communication, such as a camera, a voice recorder, to watch videos, and to translate.

Conclusions. The study substantiates the need to take into account the technical and psychological readiness, and the competence in the use of mobile devices of first-year bachelor's degree students in the use of mobile devices for mobile learning. A roadmap for the organisation of mobile learning in higher pedagogical education institutions has been developed and presented.