CHAPTER ONE

1.0 INTRODUCTION

Mobile Learning (M-learning) refers to the use of various kinds of electronic media
and information and communication technologies (ICT) in education. M-learning is an
inclusive terminology that encompasses all forms of educational technology that
electronically or technologically support learning and teaching. Depending on whether a
particular aspect, component or delivery method is given emphasis, M-Learning may be
termed technology-enhanced learning (TEL), computer-based training (CBT), internet-based
training (IBT), web-based training (WBT), online education, virtual education, or digital
educational collaboration.

M-learning includes numerous types of media that deliver text, audio, images,
animation, and streaming video, and includes technology applications and processes such as
audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local
intranet/extranet and web-based learning. Information and communication systems,
whether free-standing or based on either local networks or the Internet in networked
learning, underlay many m-learning processes.

M-learning can occur in or out of the classroom. It can be self-paced, asynchronous

learning or may be instructor-led, synchronous learning. M-learning is suited to distance
learning and flexible learning, but it can also be used in conjunction with face-to-face
teaching, in which case the term blended learning is commonly used.

It is commonly thought that new technologies make a big difference in education.

Many proponents of m-learning believe that everyone must be equipped with basic
knowledge of technology, as well as use it as a medium to reach educational goal Davis, F.
D. (1989).

1.1 Background of study

M-learning is an inclusive terminology for all forms of educational technology that

electronically or technologically support learning and teaching. Tohill, K. (2008), advocates
that the "e" should be interpreted to mean "exciting, energetic, enthusiastic, emotional,
extended, excellent, and educational" in addition to "electronic." This broad interpretation
focuses on new applications and developments, and also brings learning and media
psychology into consideration.

According to Wagner E. (2005), worldwide m-learning industry was estimated to be

over $48 billion in 2000 according to conservative estimates. Developments in internet and
multimedia technologies are the basic enabler of m-learning, with consulting, content,
technologies, services and support being identified as the five key sectors of the m-learning
industry. Information and communication technologies (ICT) are used extensively by
young people.

Recently, mobile learning (M-learning) has become a popular research topic in investigating
how to use mobile device for teaching and learning. M-learning is a mode of learning using
smartphones, phablets, tablets, netbooks or notebooks as the learning device and is a part of
electronic learning (m-learning). However, M-learning is more flexible than m-learning
because students can learn anywhere, anytime. Moreover, M-learning is an important new
learning strategy because mobile devices are now necessary tools in students daily life. As
noted by Yousuf (2002), M-learning is more interactive, involving more contact,
communication, and collaboration with people. M-learning is a student-oriented approach
that makes learning informal, independent and collaborative.

1.2 Aim and Objectives

The aim of this work is to develop a mobile application that can be used to learn mathematics
in the elementary classes, and the specific objectives are to:

i. Mobile learning approaches was conducted.

ii. Design a mobile learning platform

iii. Implement the design in ii above

iv. Test the implementation.

1.3 Significance of the study

In this millennium modern technology plays inevitable role in our lives. The technological
revolution poses tremendous challenges to the educators to rethink their basic tenets, to apply
technology in creative way to redesign education. In this context, M-learning play an
important role. These are the new innovations which help greater learning opportunities for
the students. The study will cover a wide range of topics relating the context of M-learning
The study reveals with supporting education through modern technology, solving educational
problems, promoting educational outcomes linking it with real life situations.

1.4 Methodology

a. The Mobile Learning approach was studied by reviewing literatures.

b. The new system was designed using flowchart.
c. The design was implemented using C++
d. Unit and integrated system testing approaches were used to test for the
effectiveness of the system.

1.5 Scope of the study

Design and implementation of m- learning (A case study of Chemistry), this project

is a tutorial and design with Android Studio

1.6 Limitation of the study

The rate of technology is moving at rapid speed and not everybody Understand how
some of the tools used for this education process are used. Some people find it difficult to
afford this form of learning and measurement, especially towards the cost of accessing the
internet.

1.7 Definition of the terms

M-learning conducted with various kinds of electronic media, especially via the
internet.
ICT-Information communication technologies are mostly used by young people.
VLE: A virtual learning environment is a Web-based platform for the digital aspects of

courses of study, usually within educational institutions. VLEs typically: allow participants to

be organized into cohorts, groups and roles; present resources, activities and interactions

within a course structure; provide for the different stages of assessment; report participation;
 and have some level of integration with other institutional systems. For those who edit them

VLEs may have a de facto role as authoring and design environments. VLEs have been

adopted by almost all higher education institutions in the anglosphere

IBT: Internet Based Training is efficiency. You can create multiple products at once.

Record the actual training itself using screen capture video and now you have a video

you can sell. Remove the audio and turn it into a CD or podcast that you can sell as

well.

TEL: Technology Enhanced Learning seeks to improve the student learning experience by Aiding

student engagement, satisfaction and retention and helping to produce enterprising graduates with

the skills required to compete in the global business environment

 CHAPTER TWO
2.0 LITERATURE REVIEW

Economic, social and technological forces continue to change the global economy,

and the way of life in organization and the world. In specific, these forces have and continue

to revolutionize teaching and learning in organizations. Urban and weggan (200) related that,

technology, the rapid obsolescence of knowledge and training, the need for just-in-time

training delivery, and the search for cost effective ways, to meet learning needs of a globally

distributed workforce have redefined the processes that underlie design, development and

delivery of training and education in the workplace.

In addition, urban and weggan related that the need for different learning models due

to skill gab and demographic hangs and demand for flexible teaching and lifelong learning

evolution, however, several terms have been attached to characterizes the innovation and

reaction that has been occurring. Some terms are: M-learning distributed learning, on-line

learning, web-based learning and distance learning. The purpose of this section is two fold.

First, to review and summarize definitions related to M-learning, second, to solidify a work

term and definition for the NCSA effort. Sahm (2002) described computer based training

(CBT) as usually delivered via CD-ROM or as a web download and that it is usually

multimedia-based training. Karon (2000) discussed the convenience factor of well-designed

computer-based training by saying that any well-designed computer-based training. Whether

it is network based or delivered via the internet is more convenient than traditional instructor-

led training or seminars. Karan went on to say that self-paced CBT course are available when

learners are ready to take them not just when the seminar is scheduled or the instructor is

available. Hall (1997) incorporated both Zahm (200) and Koran (2000) definitions by

underlining computer-based training as an all-encompassing term used to describe any

computer delivered training including CD-ROM and World Wide Web. HALL further
explained that some people use the UBT term to refer only to old time, text-only training.

Like CBT, online training was classified as an all-encompassing term that refers to all

training done with a computer over a network and the internet (gotschall 2000). Gotschall

supplemented that online training is also known as net based training. Urban and Weggan

(2000) related that online learning via Internet, Intranet and extrant. They added that levels of

sophistication of on-line learning vary. It can extend from a basic on-line learning program

that includes text and graphics of the course, exercises, testing and record keeping such as

test scores and book markets to a sophisticated online learning program. Sophistication would

include animations, simulation, audio and video sequence, peer and export discussion groups,

online monitoring, links to materials on corporate intranet or the web, and communication

with corporate education records. Schreiber 4 BERGE (1998) agreed with Gotschall (2000)

and purported that online learnings nay technology based learning, that is information

currently available for direction access. they added that this usually implies linkage to a

computer. Given the broad definition of online training, it would seem safe to assume that

we-based training is online training. Hall (1997) defined web training as instruction that is

delivered over the internet or over a companys Intranet.

Accessibility of this training, related Hall, is through the use of a web-browser, such

as navigation. Hall and snider (2002) defined M-learning as the process of learning via

computers over the internet and Intranet. Hall and snider extended that M-learning is also

referred to as web-based training, online training, distributed learning or technology for

learning. Distance learning, however was not included in the M-learning definition and was

defined as its own entity as a learning process meeting three criteria: a geographical distance

separates communication between the trainer and participant. The communication is two

ways and interactive: and some term technology is used to facilitate the learning process. Hall

(2000) contends that M-learning ill take the form of complete to components all courses as an
immediate, applicable resources to be a a life long process, that could be accessed anywhere

at anytime to meet a specific need or want. Hall added that their links to real-time data and

research would become readily available. Given the progression of the definitions, then web

training online learning, m-learning, distributed learning, internet based learning all speak of

each other, (Hall and snider, 2000: urban and weggan 2000).

Similar also to M-learning and its related term is technology-based learning. (urban

and Weggan 2000) urban and weggan shared that M-learning covers a wide set of

applications and processes, including computer-based learning. Web-based learning, virtual

classrooms and digital collaborations for the purpose of their report, they further customized

their definition of the delivery of content via all electric media, including the internet,

intranet, satellite, broadcast, audio/video tapes, interactive TV, and CD-ROM. They warned,

however, that would include text-based learning and courses conducted via written

correspondence. Like (Hall 4 snider 2000), urban and weggan (2000) have set apart distance

learning and M-learning in their glossaries, making however, M-learning inclusive and

synonymous to all computer-related application, tools and process that have between

strategically aligned to value aided learning and teaching process. BERGE (1998) explained

the difference between distance education and distance learning. Distance education was seen

as formal process of distance learning, with information being broad in scope, for example,

college course while distance learning was seen as the acquisition of instruction,

encompassing all technologies and other forms of learning at distance. This may be why most

educational institutions use the term distance education in reviewing five institutional

definition of distance education, these were the main tenants. Historically, it meant learner

interaction. Uses audio, video and computer technologies as delivery modes.

Delivery modes evolve as technology expands and grows. Gotschall (2000) described

distance learning as a broad cost of lectures to distance locations, usually video presentation.
HALL and SNIDER (2000) as mentioned above, characterized distance learning with three

criteria: they are: a geographical distance separates communication between the trainer and

the participant, the communication is two ways and interactive, and term of technology is

used to facilitate the learning process. WILLIS (1994) in his definition of distance l;earning

identified the acquisition of knowledge and skill as other criteria and supported the former

three criteria by saying that information and instruction encompassed all technologies and

other forms of learning at a distance. Portot ((1997) shared that distance learning was

education or training offered to leanings who are in different location than the source or

provider of instruction. Portot went on to say that the technologies used in distance learning,

the structure of a course or program and the degree of supervision for distance learning

course can be versed to meet a particular group needs or interest. Reverting to (Halls 2000)

contention of M-learning in all inclusion form, distance learning as planned interactive

courses as the acquisition of knowledge and skills at a distance through various technological

medium would see to be one of m-learning possible disguises. Interestingly, Urban and

Weggan (2000) saw M-learning as a subset of distance learning, online learning. Given the

review of definition on all these terms subset does not appear to be most likely word to

describe the relationship among these words and their forms. The definition shows a great

depth of interdependence among themselves. While one person may narrowly define a term,

another person could give it the all-encompassing power. This communicates that M-learning

if given the all-encompassing from, can be the larger circle of which all other forms would be

overlapping at different times and extents given their users intention. Another rationale for

this choice is the just in time learning is a major advantage of M-learning. Purposes

planned courses or planned experiences. M-learning does not only value the unplanned and

the self-directness of the learner to maximize indicated learning to improve performance, the

NCSA M-learning group definition.

 E learning is the acquisition and use of knowledge distributed and facilitated

primarily by electronic means. This term of learning currently depends on network and

computer but will likely evolve to system consisting of a variety of channels (e.g wireless,

satellite) and technologies (eg cellular phones as they are developed and adapted). M-learning

can take the form of course as well as modules and smaller learning objects. M-learning may

incorporate synchronous or asynchronous access and may be distributed geographically with

varied limits of time.

2.1 STRATEGIC IMPORTANT OF M-LEARNING

This concept of the learning organization (Marstek and Watkins, 199#) his grown

exponentially with the technological era. Gray and Bacon 200 related that today, corporate

and the corporate learning organization have ascended to a position of strategic prominence

in the context of managing and growing the enterprise. Urban weggan 2000 identified the

knowledge-based economy delivered and huge knowledge gabs as significant trends that

have given rise to M-learning. In addition, they mentioned that the second largest sector of

the US economy is the $ 772 billion education industry. The increase in complexity and

velocity of the work environment brought about by technology changes are also major issues

that have fueled the demand for M-learning McCrea, Gay and Bacon 2000 presented the sight

from the industrial to the knowledge or rapid technological change, the ever shortening

product developmental cycles lack of skilled personnel, enterprise resource planning and

migration towards value chain integration and the extended enterprise as being prominent

contributors to the M-learning value chain. McCrea., Gay and Bacon 2000 also recognized

the robust economy and the increasingly competitive global business environment as centre

to the M-learning movement.

T.coll, Lowy and Kalakota (1998) related that the competitive environment requires

companies to work together to create online network of customers, suppliers and value added
processes, that is, an E-business community (EBC). The trends discussed above have given

birth to several business issues that need to be quickly addressed if companies are to retain

their competitive grade. T.coll, Lowy and Kalakota (1998) mentioned an E- business strategy

must anchor on the following forces when analyzing an E-business community. First, the

redefinition of value must be addressed because wealth creation communication, commerce

and distribution converse on common digital networked platforms. Industry boundaries blur,

causing providers to rethink the basis of value creation. Secondly, digital knowledge

economics must be understood well because hoarding knowledge is a typical counter

productive and nearly impossible. In the digital economy, knowledge must be shared. Thirdly,

information technology is driving change everywhere. Thus, every executive in every

industry must embrace the pace and dynamic of the information technology industry.

Fourthly, jobs business processes, companies and even entire industries face

elimination or digital transformation. This means that customers will be gaining both tangible

(quality and cost) and intangible benefits (information, control, and relationships) while they

contribute over more value to the system. Lastly, the digital implosion drives desegregation

and specialization undermining the economic rationality of the vertically or horizontally

integrated firm. Digital knowledge reduces the time and financial cost of information and

coordination.

T.coll, Lowy and Kalakota (1998) added that it is now economically feasible for large

and diverse set of people to have the information they need to make safe decision in near real

time. Companies can increase wealth by adding knowledge value to product through

innovation, enhancement, cost reduction, or customization at each step in its life cycle. The

E-business forces discussed above set the stage for M-learning strategies importance. As

companies digitally transforms their business, knowledge and training becomes rapid
absolute, just-in-time training because basic survival need, and identification of cost-effective

ways of reaching a diverse global workforce becomes critical.

HALL and KORON 2000 capitalized accessibility of courses via intranet and internet,

training can be self-paced, availability of training at any time and place, training being less

expensive and reduced or eliminated travel time. Urban and Weggan 2000 added that a higher

retention of content through personalized learning is possible because technology based

solution allows more room for individual differences in learning styles. Furthermore, they

highlighted improved collaboration and productivity among students as the online

environment offers case studies, storytelling, demonstrations, role-playing, and stimulation

among other tools. Along this time, Urban Weggan an also commented that online training is

less intimidating that supports trying out new things and making mistakes. Therefore, if

training and development underline discrete activities, off side classroom based on just in

case learning, misalignment, with business is objectives and out comes, unknown

competency gaps, one size fits all philosophy and the training department is in the back

office organization are far from achieving the strategic importance of the digital economy and

digital learning. Their organizational culture is in desperate need of change.

2.2 ORGANIZATIONAL CULTURE

An important consideration Koller and Hesket 1992 related that it is helpful to think

of organizational structure as having two levels that differs in terms of their visibility and

their resistance to change. At he deeper and less visible level, Koller and Hesket related the

culture refers to value that are shored by people in group in group and that tend to persist over

time even when group membership patterns or style of an organization that employees are

automatically encouraged to follow by their fellow employees. Nations, then of what is

important in companies varies, Kolter and Hesket identified may technological innovation

and employee well-being as being possible values that may underline organizations.
 Nahavandi and Malekzasal 1993 discussed assumptions resulting from an

organization success and failure in dealing with the environment. These assumptions

encompass an organizations basic philosophy and world view and shape the way the

environment and all other events are perceived and interrupted. Values behavior and

assumptions combined with organizational leadership nature the bond and identify the

members of organizations. Nahawandi and Mallekadeh 1993 shared that leaders influence

culture by deciding on strategy and physical setting of the organization. indeed, having a

careful understanding of the three levels of culture and this functional influence in your

organization precedes at M-learning strategic plan. The strategic importance previously

discussed in embedded kin a risk free environment. Thus an M-learning strategic plan that

addressed its organizational culture has little viability.

Harreld 1998 related that in 1997, the Meta group reported that 32 of 41 organizations

surveyed had measured substantial returns on their investment in intranets and two companies

were close to breaking even. Among the seven corporations where intranets were not

delivering value, the survey revealed that the word environment was a major inhibiting factor.

The report related that organizational culture placed high value on nature of the Intranet is in

direct conflict with their basic business.

Huseman and Goodman, 1999 warned that the path to becoming, new system and

viewing employees and customers differently. Huseman and Goodman went on to say that, as

always, risks are propertimate to rewards the most serious risk for corporate leader is not to

make decisions that will move them to becoming a knowledge organization. harreld 198

extended that imposing new technologies and management processes on a culture that is not

prepared to embrace is futile, knowledge management requires people to believe in some

fairly counter cultural ways such as sharing your know-how with everybody else, making
your mistakes public and spending a lot of time that knowledge intensive firms do not work

properly as a structured, departmentalized, hierarchical organization.

Knowledge intensive firms works best as process, network, culture and market place

for mutual learning and knowledge. Additionally, Nurmi mentioned that strategy couldnt

worked from above, but emerges by way of strategic learning and grows in a core

competence, where the know-how of the company and the need of its customers met. Mcrea,

Gay and Bacon (2000) in discussing business M-learning industry, recognized that employee

value is not simply measured by the ability of execute strategy and manage teams, but also

their residual of an the job knowledge they have amassed during their tenure differently.

Khjanchi and Kanfi (2000) recognized that every business organization may have a

unique solution depending on its business needs and present environment. Thus, the

following findings: XEROX used a people driven approach in designing its system. The

users of Eareka at Xerox were recognized for authoring and validating useful repairs tips HP

gave away airline miles for contributions to its trainers

2.3 TRAINING POST

Sum gave reward and recognized to encourage sharing. The company wants to make

knowledge sharing a part of annual review of the employees. Ernest and Youngs sencor

management provided strong for knowledge management as a key competitive advantage

sharing. Whether it is M-learning or knowledge management, organizational culture plays

important role in their livelihood. The strategic importance, global issues and the

development and evaluation of M-learning review in this report heighten the significance of

organizational culture in fostering and maintaining M-learning organizations trainers in an M-

learning era.
The technological innovation is constantly and pervasively altering the way in which works is

done, which in turn requires that workplaces learning and training to occur on a just in- time,

just-what needed and just- where it is needed basis.

Bassi, Cheney and Van Bureni 1997 M-learning is becoming a norm for cooperate

training (Chule, Thompson and Hancork, 1999: Galagan, 2000) while there is a lot of learner-

related information, limited studies have explore required trainers role and skill in an M-

learning scenario (Abernathy, 1998) this section reviews and discusses trainers roles and

competencies.

2.4 TRAINERS ROLE

Many researchers agree that technology will never replace trainer or instructional

designers, but technology brings with it more demands for teamwork and collaboration

among a diverse group of workers (Wagners and Reddy, 1999). Trainers, in specific will need

to take a new role as their work design and environment changes. The following is a review

of the trainers roles. The traditional trainer roles include instructional designer, instructional

developer, trainer and materials supporter. As an instructional designer, thew trainer performs

the initial analysis and instructional design tasks. He or she also advice on course exercise

and revision.

As an instructional developer, the trainer writes course materials, and develops

overhead. A trainer also does course development, because familiar with course flow, the

learns how to use the technology. As a material supporter, the trainer produces the training

materials; manuals, overheads, graphics, exercises and so fort (Abernathy, 1998) lastly, a

trainer also facilitates and are now involved in technology support, facility support, the

distant site facilitating.

Chute, Sayer, Gardner 1999 in doing technology support, the trainer may choose the

technology and help to install the equipment. Trainer may also learn how to use technology.
As technology supporter and distant site facilitators. As facility supporters the trainer many

ensure those distant sites are set up and operable. The trainer as distant site facilitators, co-

ordinate technology issues with the facility supporter and distant sites facilitators, co-

ordinates all distant-site setup and ensure that the technology works welcomes student to

class and is available to students in case there are problems some technical skill include:

platform skill; communication skill via computer technology authority, html and web

research skills. In addition, technology enabled learning fundamentally changes the locus of

control from the trainer to the learner.

2.5 LEARNING ATTITUDE TOWARDS USING TECHNOLOGY

Learners perception about the characteristics of instructional delivery media and their ability

to learn using media have been success in traditional determinations in predicting students

motivation may be equally important when implementing computer technologies as the major

source of information transfer to students in computer mediated learning environments. Few

empirical studies indicated on interaction between learning style and attitude towards

computer technology. According to Reiff and Powel (1199), then reflective observation

subjects had a negative attitude toward computers. The suggested that for students whose

learning style are concrete and experimentation- activity oriented, computer assisted

instruction would be an appropriate option while when reflective learners are introduced to

this method of instruction, they may feel uncomfortable and frustrated.

Similarly, a study by Enochs, Hanfley and Wollengery (1984) Fund that students with more

interest in objects or things (concrete experience) and less interest in working with people

learned better using computer- assisted instructions. Smiths (1982) learning strategies and

tactics as well as things that worked in other situations to make sense of a new environment.

EASTMOND (1995) Indicated that prior learning experience among other factors and

Hackley (1997) studied teaching effectiveness in technology mediated distance learning and
found a positive relationship between students activities towards technology and their

learning outcomes. It seems, then that being knowledgeable about technologies and knowing

how to use them is key online learning outcomes.

Alkodmany et als (1999) case study on using Asynchronous earning networks (ALNs) to

teach students on two different compasses found that without prior exposure to the

technologies involved the technologies use din the course became barrier to learning.

2.6 ON-LINE INTERACTION AND COMMUNICATION

Another form of empowering online learners is by providing multiple forms of

interaction and communication opportunities. Davie and Wells (1991) related that a sense of

mastery and community are two elements that supports personal power. while a sense of

mastery entails acquisition of skill for participation in the electronic classroom, a sense of

community is the feeling of belonging to a supportive group and individuals working together

to make meaning combat mutual isolation as to learn to value the contributions of oneself and

others. as facilitators that are aware of this student as unique individuals are in a strategic

position to support a sense a mastery and community. Another empowering opportunity is

synchronous and asynchronous learner-learner interaction. Collaborative technologies are

excellent mediums for interaction and communication.

Soo and Bonk, (1998) in asking rank types of interaction found that asynchronous

learner-learner interaction was rated the most important type of interaction. Soo and Bonk,

however, also noted that technology alone. Each technology seems to be the factor that both

enables and contains the learning we want to install in these online environments.

NEAL (1997) accentuates Soo and Bonks concern by saying that multiple technologies

provide richer communication than any one technology alone. Each technolgoy promoted a

different type of interaction and used different senses. Neal also added that each technology
proved effective for different senses. Neal also added each technology proved effective for

different students learning styles.

2.7 EVOLUTION OF M- LEARNING

In the past few years, there has been a measurement for all corporate staff functions,

including the human resources and training and development functions. (Hacked, 1997) chief

executive are increasingly concerned with the impact of training on the bottom line

(Philips, 1997). Training is no longer viewed as a cost associated with doing business.

Organizational leaders want to know how training is:

Impacting organizational effectiveness and competitive position. According to Holton

(1995) pleasure to being pressed on HRD and training departments to demonstrate that

intervention and programs are contributing to the bottom line of the organization.

In order to determine training value, training professionals must provide evidence that the

expenses associated with designing, developing and delivering a given training program will

ass value to the organization. in many organizations evaluation in identifies as the most

appropriate method for demonstrating how training adds value (Preskill 1997). The impetus

for measuring the value of training has primarily been reactive efforts while others have

needed reacted to reengineering and downsizing efforts while others have needed to measure

improvement from radical new processes.

Finally, in many organizations the status of the training and development function has

been heightened in recent years. For many training has become an integral part of

competitive strategy. This enhanced visibility requires more account a truly, hence

organization have increase effort to measure and evaluate the success of training (Philips

1997). As a result of the above mentioned forces, evaluation of training and development

programs and interventions are among others, the most critical issues facing training

professionals today.
2.8 TRAINING EFFECTIVENESS IN M-LEARNING

The use of technology in education and training is transforming the way the people

learn in todays academic and corporate settings. According to the 1999 training industry

report, technology-training budgets in the corporate setting increasing 13% from 1998 to

1999. While stand-up classroom instrument is still the common delivery method for training,

web-based training is quickly gaining ground (BERSTEIN and Auerbach, 1999). The sift

from traditional face to face classroom instruction to technology based instruction is expected

to continue at an accelerated pace into the new millennium. The rapid growth and integration

of M-learning programs has promoted experts, authors, and researchers to question how best

to evaluate the effectiveness of such programs. The change in training delivery methods

comes at the time when corporate training department are increasingly charged with

demonstrating how their efforts add value to the organization.

(Hackett, 1997: Philips 1997, Holton, 1995 and persons are lack to training

professional to identify how training helps the organization. instruction delivered via

electronic mediums, like any other instructional process or procedure, reassures the use of

evaluation to measure its effectiveness hence M-learning initiatives are subject to the same

effectiveness measures raised is simply How effective is it? Thompson, 1998: Rewards

and fritz, Chute, Thompson and Hancock, 1999) measuring the overall effectiveness of E-

learning requires systematic analysis of different sources and type of information.

According to Chute, Thompson, 1999 both scholarly research and practical experience have

shown that distance learning is educationally effective, other business values and in many

cases more cost effective than other approaches.

FEEDBAK: the amount and quality of feedback provided to he learner has an impact

on learner satisfaction. Feedback in particular is important to the effective delivery of M-

learning courses. M-learning delivery methods such as web- based instruction can provide
barriers to traditional type classroom feedback. For instance, in a web-based course learners

cannot simply raise a hand and ask for clarification about a point made by the instructor.

Hence, the design and integration of feedback mechanism impact the learners experience

and level of satisfaction.

According to Neal and Mgram 1999 distance learners do not receive the day to day

feedback available in traditional classroom setting instructors-student feedback is important

as it helps the instructor to gauge the level of student satisfaction regarding a topic or an

entire course. Because of the loss of traditional classroom feedback in learning environments,

other method to assess learners satisfaction need to be administered learner feedback during

and after the learning event is important to successfully measure levels of satisfaction. M-

learning courses, because of the lack of face to face contact between instructor and student

require special effort in order obtain information regarding learner satisfaction. For example,

M-learning courses dont allow the instructor to gauge level of learners satisfaction using

traditional methods such as facial expression or body language.

Neal and Ingram 1999 suggested that question related to the efficiency of what

students have learned and their level of satisfaction with distance learning courses remain

largely unanswered until the traditional and of course evaluation forms are completed and

reviewed. Special attention must be given to obtain student feedback in M-learning. Sherry,

Fulford and Zhang 1998 conducted student is on two different measures of distance learners

satisfaction with instructor with instruction, the studies were held at a major university

known for its early consistent involvement in distance education.

The courses were delivered via live two-way audio and video technology. The first

study analyzed the accuracy of a short written survey designed to obtain learners perspective

for opportunity to interact in the distance education course. The survey included question

regarding interaction between the instructor and learner to learner interaction. Result its
revealed that instructor to class interaction is positively and moderately correlated with

perception of learner to be learner interaction.

2.9 LEARNING ENVIRONMENT

The technology based learning methodologies require a focus on the learners

environment. The ease with which the learner can navigate through the learning environment

affects the amount of learning that occurs as well as the learners level of satisfaction with the

course web-based course that is difficult to navigate is less likely to be satisfactory to users.

According to Thomas (2000) Success in technology based learning program is based

on orientation to learners not the instructor strong focus on the learner and the learning

environment is a shift from traditional instructional design development techniques.

Norton and Wilburg 1998 believed that learner based tools should be selected based on the

way that the help students learn. The most important thing is how well the tool supports the

learning process. Smith (1998) described several important characteristics of distance

learning program in a university setting.

First, they identified that the connection between satellite sites by two-way

audio/video system does not provide the same type of interaction available to students in a

regular face to face classroom environment. The experience of being at an off- site location,

due to perception of the distance learning experiences.

Second, the site location where learners are located contributes to learners perception and

understanding of the distance learning situation.

2.10 GLOBAL ISSUES IN M- LEARNING

The world is transforming into a global village with rapid development of information and

communication technology has more (Nabil) Awebuch, Slomn, Newner and Yelch 1997. This

transformation has more and more companies searching towards a truly global economy. As

the CEO of general electric, jack yelch stated organization must either globalize or the die
Today, almost 20 percent of economy is based on exports and imports. US corporation have

invested more then $1tillion abroad and employed overseas workers. The ability to compete

globally is depended on the innovation, the skill and the knowledge of a learning organization

and its people. Globalizing corporate training is crucial to the success of global business

strategies.

When companies move training into a global, the biggest challenges are the

worldwide variations in social, cultural, political and economic circumstances. Different

languages, education systems, learning/ teaching styles, government regulations and

instructions are examples of these variations to adopt training to multicultural settings

requires a new paradigm that Chchology or culture and the unique differences culture bring to

a global workplace (KEMPER, 1998).

2.11 LEARNING AND TEACHING STTLES

According to the DDI survey, 85 percent of global companies are trying to establish a

corporate culture in all locations that is consistent with the goals of the economy.

Similarly, they expect to institute a consistent training program across all international

locations for this to happen, though, the local culture and customs needs can influence

planning. Designing global training program (Damarin 1998, Collins and Ligorio, 1998

developed 1998). One important fact that needs consideration is the differences in learning

and teaching styles.

We mentioned before, hierarchy is a foundation of social order and essential to activist

cultures, while individualism is highly valued in individualistic culture. As a result,

instructors centered style is more natural in an individual society.

2.12 THE ROLE OF INSTRUCTORS AND STUDENTS IN COLLECTIVEIST AND

INDIVIDUALISTIC CULTURES

As a result of hierarchy, the instructor is viewed as authority in collectivist society. On

the other hand, individualistic cultures treat people equally. This expectation and perception

of role of teacher and many cause discomfort in classroom. These are also reflected in the

class participation. In some countries E.g. Japan, student volunteering their responses would

be considered bragging. It is also like the students are reluctant to ask questions in front of a

group (Kemper, 1998). Being humorous is also sensitive (Korpda, 1996, Limpman, 1991,

Mclevan, 1997). In some culture, being humorous may be perceived as irresponsible. In the

Japanese culture, if a trainers behavior and activities lack form, trainee may view the trainer

as irresponsible. For example, the entertaining instructional style, often used in the United

States input net find a receptive audience in Japan used in an approach is considered credible.

Development dimension, international has found that teachers in different countries can react

differently to such classroom techniques as feedback and role-plays.

DIFFERENCES IN EDUCATIONAL SYSTEM

Many countries have different education system. Some countries have shorter

compulsory education years, while some countries often, more college education

opportunities than others. the different educational system often companies a different pool of

work force to choose from. In most developing countries, young people have fewer chances

of receiving a college education, giving companies a small pool of potential employees

(Moore, 1994). As a consequence, a small employee market causes companies to complete

for their work force.

Different educational systems may cause confusion on degrees.

Degrees can have different qualifications in different countries (Moore, 1994; Mason,

1998) for example ion China, colleges only accept a small portion of high school graduates,
thus graduates have higher social/ economic value than their counter parts in the United

States, who have wide accessibility to college. Thus, some American companies have to offer

position that are normal offered to master (PHI) degree holders in the Us to people a lower

college degree in China. When the training is designed for these Chinese employees, the

instructional designers and trainers cannot assume that the same knowledge base as their

counterpart in the US finally, different education practices, prepares employees for different

pedagogies, different learning styles, and also gives theme different perception of learning

and teaching and if the role teacher and student.

 CHAPTER THREE

SYSTEM ANALYSIS AND DESIGN

3.1 SYSTEM ANALYSIS

There was nothing as electronic learning in the using as a case study other than

normal face-to-face learning which is analyzed that helps me in designing this system.

It involves admitting student in the school whereby the students name will be pasted

in the school notice board before the management of the school certifies each student

who is likely to be among of students to be granted admission.

After the payment of the school fee, some forms will be signal by the head of the

school and other forms will also be signal by the students and later submitted to the

management of the school or to the registrar of the school for final checkup.

Allocation of students to their various classes will also be done after

necessary documents have been done by the registrar. Examination is taken according

to school schedule and the result will be distributed to the student by the class teacher

at the end of each term.

3.2 SYSTEM DESIGN

The term of learning mode used in this system refers to a combination of presentation

mode Global-Sequential with variations of VAK. Because there are six types of learning

modes that must be accommodated, then the system must provide six kinds of presentations.

Learning mode of "Global-Visual" means the material is presented globally by focusing on

the visual aspect. Learning mode of "Global Auditory" means the material is presented

globally with major elements of the audio aspect. Learning mode of "Global-Kinesthetic"
means the material is presented globally with emphasis on the kinesthetic aspect. For the

other three learning modes that are "Sequential-Visual", "Auditory-Sequential," "Sequential-

Kinesthetic", the learning materials are the same as the three previous modes, but they are

presented sequentially.

Teachers are responsible for devising and editing all the learning materials. In

addition, teachers are allowed to edit the questionnaires.

A flowchart for teachers is illustrated at figure 1.

On the other hand, students have to fill out the questionnaires when the first time

accessing the adaptive course. After learning the adaptive materials and taking the quiz, if the

score is lower than the passing grade, students have an option to refill the questionnaires. If

the score is the same to or greater than the passing grade meaning that their learning style is

matched with the mode of presentation, students cannot access the questionnaires. They can

continue to learn the materials.

 A flowchart for students is illustrated at figure 2.

A mechanism used to decide whether a student will get a certain mode of learning is

very simple. The questionnaire contains questions that ask the propensity of learning styles in

which the answers are grouped into two, the first group: visual, auditory, kinesthetic and

second group: global, sequential. For example if a student obtains the highest score on the

visual aspect of the first group and highest score on the global aspect of the second group,

then students will proceed to the learning mode of "Global Visual". Another example, a

student will learn with a learning mode of Sequential-Auditory, when she or he gets the

highest score on the auditory aspect of the first group and highest score on the sequential

aspect of the second group.

 The number of questions in the questionnaires must be odd or cannot be divided by 3

for the first group and cannot be divided by 2 for the second group. The disadvantage of this

mechanism, among others, although the number of questions is not divisible by 3, but there is

still a possibility that the two aspects got the same score. If this happens, then the system will

choose the one that may not match the students learning styles. In addition, when filling out

the questionnaire for the second chance, students may still remember some of the questions,

if this happen then the score may not reflect their actual learning styles.

The next step after the design is the implementation. The adaptive e-learning system

can be implemented using a Learning Management System such as Moodle. The LMS

Moodle offers a variety of features to support teachers in creating, administering, and

managing online courses.

 CHAPTER FOUR

SYSTEM IMPLEMENTATION AND PERFORMANCE EVALUATION

4.1 INTRODUCTION

The system implementation phase of a software system entails all procedures that are

carried out to put the computerized system into use. It is the process of describing component,

service and technology of the solution from the perspective of developments required. There

are different ways by which system implementation may be carried out.

It could be a total changeover or parallel implementation. The method adopted is determined

by the nature of the system, the cost that will be involved in changeover, time required,

Quality of new system, impact on customers and technical issues.

System implementation phase include the following procedures;

i. All manual automated into computer files

ii. The use of the file based system is eliminated
iii. System testing

The user interface is the link between the human user and the computer system. It includes

screens, reports and documentation. Simply, the user interface in any part of the system the

user comes in contact with. The solution must have attractive and user friendly.

4.2.1 THE USERS OF THE SYSTEM

The users of this system are the lectures, students and the database administrator.

4.3 REPORT DESIGN

The report generated from this system result generated from the attendance.

a. The continuous assessment report

b. absence report and,
c. Students eligibility.

4.4 SCREEN DESIGN

The screen design of this system has been putting into consideration all design

techniques and programming application. The screen is restful to at without dramatic colour

combination or large number of flashing signals. The screen design is consistent and contains

only relevant information; it is self-sufficient and self-explanatory as a result of the graphical

user interface technology. It is complemented with error-handling mechanisms which handles

errors perfectly. The screen layout is made up of menus to facilitate easy usage of the

application and to access the command and tool contained in the application, control, from,

image and icons.

4.5 INTERACTION STYLE

The interaction style used in this new application in user-friendly involves direct

manipulation where the user performs action on the screen corresponding to the tasks to be

carried.

4.6 HARDWARE REQUIREMENT

The Hardware requirement for the system include the following

 i. Computer: memory processor pc with 66mttzz or higher, Pentium or higher processor

required.
ii. Memory: 16MB of REM from windows 200 or later ( at least 32MB recommended)

information.
iii. Display: VGA or higher resolution monitor, super VGS recommended
iv. Hard disk: At least 20 GB hard required.
1.7 SOFTWARE REQUIREMENT
a. Windows 200 operating system
b. Internet explorers or any other browser
c. The system must have email to specified and be configured to send report via email to

specified location. The can be sent monthly or at the end of the semester.
d. Delphi programming language required to run application.
e. MS Access database: the back end functionality of the proposed system.
f. Conductivity to the database must be through ODBC (opening database connectivity).

4.8 SECURITY REQUIREMENTS

i. The database must be acceptable by unauthorized individuals

ii. All password and fingerprints template stored in the database must be hashed.

iii. The timer (clock) used by the solution must be secured and not be adjustable by

unauthorized individuals.

4.9 USER GUIDE

The required use components are:

i. User manual
ii. Online help
iii. Online tutorials

The user interface of the system is a web user interface. A proficient user of the internet will

find the user interface self-explanatory.

4.10 TRAINING
The development software application has been done using design principle of software

development. It is design a consistent manner and users if the system can easily identify with

the functionalities of the system.

4.11 REVIEW AND MAINTENANCE

Operational software will need to be constantly reviewed and in maintained in order to ensure

that the software still meet its initial objectives.

The system would also need to be reviewed and maintained periodically for the following

reason:

1. To ascertain that the system is able to cope with changing requirement of the system

as well as the user

2. To ensure that the requirement are met and to ensure that there is enough capacity to

modify the existing requirement

3. To deal with problem that many arise in operations.

Maintenance activities of a software system would be divided into:

i. Corrective Maintenance
ii. Adaptive Maintenance
iii. Perfective Maintenance

The corrective Maintenance for the project would require running the codes and

locating errors that may result well as correcting the errors. Adaptive maintenance would

ensure that the developed system can be easily adjusted and up graded into newer

environment as well as accommodate changes in software and hardware requirement. The

system developed would run on any windows operating hardware platform with the software

requirements stated above.

The preventive maintenance on this system includes proper documentation of all

stages involved as well as the component. The documentation includes the comments in the

program codes as the user guide. Other forms of maintenance are handling of the system

component which include the power supply, memory, hard drive and input devices.
In addition, newer version of application software should prompt the upgrade of the system.

A backup of the database should be carried out by the database administrator.

 CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

5.0 SUMMARY

Developing an application from the stages of investigation into a fully automated

system is a very tasking one. It would be necessary at this point to state that the objectives

band expectations of the user of the operational software, the objective as stated in chapter

one of this project have been modeled and designed and has been interpreted by the developer

of the system.

It is also important to note now that a system of this nature cannot be written without some

obvious problems.

5.1 PROBLEM ENCOUNTERED

The major challenge encountered during the course of this project was discovered that

all that had to be analyzed and design were traceable to the objectives and requirement of the

system. Developing a detailed design of the proposed system was quite tasking, but was

surmounted through various consultations to references on system analysis and design. This

helped in realizing that the design stage was an iterative stage and that every stage of a

software development would always require an analysis and a design process.

5.2 CONCLUSION

To conclude this project suggest ear length to be implemented as an ageing to for the

mobile learning system as a further step of improving the manual way of learning as it never

stop growing in the beginning. Mobile learning has ease and improve student in their various

endeavor and also facilitates learning ability without wasting too much of resources unlike

conventional they were using.

5.3 RECOMMENDATIONS

I recommend that this further work may be carried out on mobile learning system educational

institutions that will ease learning ability. The system can be used in various institutions by

the department of Information Communication and Technology.

A client/server system may also be design to replace the stand alone windows application

used in designing the user interface.

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