Interpretive Structural Modeling of Mlearning Curriculum Implementation Model of English Language Communication Skills for Undergraduates

• Published in: TOJET the Turkish online journal of educational technology 2014-01, Vol.13 (1), p.151
• Main Authors: Muhammad Ridhuan Tony Lim ABDULLAH, SIRAJ, Saedah, ASRA, HUSSIN, Zaharah
• Format: Article
• Language: English
• Subjects: College students; Communication Skills; Curricula; Curriculum Implementation; Disruption; Distance learning; Domains; Education; Educational activities; Educational Technology; Electronic Learning; English (Second Language); English as a second language; English for Special Purposes; English language; Handheld Devices; Human communication; Language acquisition; Language diversity; Language Proficiency; Language Skills; Learning Activities; Mathematical models; Modelling; Online instruction; Second Language Instruction; Skills; Software; Undergraduate Students; Wireless networks
• ISSN: 1303-6521; 1303-6521

n the field of distance education, learning mediated through mobile technology or mobile learning (mLearning) has rapidly building a repertoire of influence in distance education research. This paper aims to propose an mLearning curriculum implementation model for English Language and Communication skills course among undergraduates using Interpretive Structural Modeling (ISM) technique. The model was constructed to complement the formal in-class learning in view of mLearning as a solution to cater the diverse undergraduate language learning needs. The ISM technique was used to integrate selected expert views to develop the model which was generated through ISM software. The model consists of a network of mobile language activities and in-class activities determined prior to the development of the model through focus group activity. Findings of the study resulted in an interpretive structural model of a network of mobile language activities weaved into in-class activities which could dynamically illustrate how undergraduate language learners with different learning needs could be solved collaboratively via mLearning. The model was further evaluated to be refined by the experts. Interestingly through the evaluation, the experts found out that the activities in the model could be classified into three main domains: Knowledge Input activities, enabling skills activities, and Evaluation and Reflection activities without disrupting the relationships among the activities. This categorization of the activities aims to guide the curriculum implementers through how an activity or a group of activities influence or depend on other activities which is vital, for example in determining sets of appropriate mobile learning and in-class activities for a particular lesson to fulfill the course outcome in optimally aiding more students to achieve their individual learning targets.[PUBLICATION ABSTRACT]