Evaluation of iTunes University Courses Through Instructional Design Strategies and m-Learning Framework

Abstract

Introduction The emergence of mobile or handheld devices (iPod, iPad, smartphone) offers opportunities for learners to access information anywhere, anytime and to connect with global learning communities at their fingertips. Mobile devices allow individuals to post, comment and share information regardless of geographic location or time, which expands their social presence (Engel & Green, 2011). Mobile technology has myriad of uses, from education and networking to personal productivity (Lunsford, 2010) while it offers multimedia content delivery and creation options. In the 20th century, e-learning emerged because of the rapid developments of network infrastructure and the innovative notion of teaching in virtual environment. However, the instructional design principles and teaching strategies for e-learning are not necessarily applicable in the design of m-learning (Siemens, 2002). Traxler and Kukulska-Hulme (2005) described m-learning as a personal, unobtrusive, spontaneous, 'anytime, anywhere' way to learn and to access educational tools and material that enlarges access to education for all (p. 1). Mobile technologies offer opportunities for instructors to create media-rich and active learning materials which enhance students' experience in realistic and authentic learning tasks. Students are encouraged to learn the real-world activities and tasks that are relevant to the workforce of the future. Moreover, the characteristics of the iPad, such as ubiquity, access, richness, flexibility ensure students the ability to connect with active instruction and social networks anywhere anytime. Mobile devices promote collaboration among students and extend learning beyond the classroom. M-learning is subset of e-learning, step toward making the educational process just in time, just enough and just for me (Peters, 2007). Mobile technology not only promotes student engagement and foster student creativity, but it is an important part of pedagogical and logistical support for implementing iPad in classroom (Cochran, Narayan, & Oldfield, 2013; Falloon & Khoo, 2014; Morrone, Gosney, & Engel, 2012). Cochrane's (2014) review of the literature indicated the following common shortcomings in the majority of m-learning research: (1) lack of explicit underlying pedagogical theory (Traxler & Kukulska-Hulme, 2005); (2) lack of the importance of pedagogical integration, i.e., aligning the affordances of m-learning with appropriate assessments or activities (Laurillard, 2007); and (3) lack of the explicit student and lecturer support and scaffolding (Attewell, 2008). Thus, before designing m-learning instruction, instructors or instructional designers need to realize that m-learning is not about the devices and technology, but the capabilities and experience. Effective and proper usage of those capabilities open the doors to higher level of personalized learning by delivering the right materials to the right person at the right time and place (Brown, 2010). Only few theoretical and practical frameworks that guide the m-learning instructional design and development processes have been discussed. There is strong need for integrating m-learning pedagogy and applicable instructional design strategies for developing and assessing m-learning courses and applications. iPad-supported learning environment According to the International Data Corporation (IDC, 2012), the number of mobile users in projected to increase from 174 million in 2012 to 265 million in 2016. In September, 2012, Tim Cook, CEO of Apple Inc., revealed that Apple has sold 84 million iPads. Due to the popularity of the iPad, numerous schools and universities around the world are embracing iPad into their classrooms and it is used predominantly by teachers. The proliferation of mobile devices and increasing capabilities of smartphones are changing peoples' lifestyles. As of 2012, the App Store offered more than 300,000 apps in just about every imaginable category. …