Collaborative mLearning: A Module for Learning Secondary School Science

• Published in: Educational technology & society 2014-01, Vol.17 (1), p.89-101
• Main Authors: DeWitt, Dorothy, Siraj, Saedah, Alias, Norlidah
• Format: Article
• Language: English
• Subjects: Collaborative learning; Computer Mediated Communication; Construction Needs; Cooperative Learning; Distance learning; Educational research; Educational technology; Electronic Learning; Full Length Articles; Group work in education; Informal learning; Knowledge management; Learning Activities; Learning modules; Mobile devices; Mobile learning; Online learning; Science education; Science Instruction; Science learning; Secondary School Science; Secondary schools; Short message service; Social interaction; Student Surveys; Students; Team learning approach in education; Test Results; Text messaging; Wikis
• ISSN: 1176-3647; 1436-4522; 1436-4522

Collaborative learning has been shown to be effective for the construction of knowledge. In science instruction, collaboration and knowledge-construction needs to be done in the language of science. A collaborative mLearning (CmL) science module employed uses three computer-mediated communication (CMC) tools: wiki, discussion forum and text messaging. This study seeks to determine the forms of communication and learning in the use of these CMC tools in the CmL module. Twenty (20) Form 2 students of different science abilities participated in the study. Data were collected from student interviews; online communications on the wiki, discussion forums, and text messages; students and researchers' journal records; and a survey of students' perception of communication with the CMC tools and learning. The findings showed the learners' frequency of communication was highest in the wiki and text messaging. The combination of three CMC tools was effective as it catered to learners' preferred learning styles. Group work and the collaborative activities enabled learning. The CmL module was effective for learning as verified by the improvement in post-test results. The findings of this study provide insights into group interactions in a CmL environment and show that peer interactions scaffold learners in building their knowledge in science.