Vol. 7, Núm. 2 / octubre
2015 – marzo 2016 / ISSN 2007-1094
Empirical
Model for Mobile Learning and their Factors. Case Study: Universities Located in
the Urban City of Guadalajara, México
University
of Guadalajara, México.
ABSTRACT
Information and communication technologies (ICT) are producing new and
innovative teaching-learning processes. The research question we focused on is:
Which is the empirical model and the factors for
mobile learning at universities located within the Metropolitan Zone of
Guadalajara, in Jalisco, México? Our research is grounded on a documentary
study that chose variables used by specialists in m-learning using Analytic
Hierarchy Process (AHP). The factors discovered were three: Technology (TECH);
Contents Teaching-Learning Management and Styles (CTLMS); and Professor and Student
Role (PSR). We used 13 dimensions and 60 variables. 20 professors and 800
students in social sciences courses participated in the study; they came from 7
universities located in the Urban City of Guadalajara, during 2013-2014 school
cycles (24 months). We applied questionnaires and the data were analyzed by
structural equations modeling (SEM), using EQS 6.1 software. The results
suggest that there are 9/60 variables that have the most influence to improve
the interaction with m-Learning model within the universities.
Keywords:
Mobile Learning, Factors, Analytic Hierarchy Process, Universities
RESUMEN
Las tecnologías de información están
produciendo nuevas formas en el proceso de enseñanza-aprendizaje, por lo que
nuestra pregunta de investigación es: ¿cuál es el modelo empírico del
aprendizaje móvil y sus factores en las universidades localizadas en la zona
metropolitana de Guadalajara, México? Así, esta investigación se orienta a
responderla y se basa en un estudio documental para seleccionar las variables
con especialistas en m-learning mediante el uso del proceso analítico
jerárquico. Los factores finales fueron tres: tecnología; contenidos, administración
de la enseñanza-aprendizaje y estilos; y rol estudiante-profesor con trece dimensiones
y sesenta variables. El estudio fue aplicado en veinte profesores y ochocientos
estudiantes de ciencias sociales, pertenecientes a siete universidades
localizadas en la zona metropolitana de Guadalajara, México, durante el periodo
2013-2014 (24 meses). Los datos de los cuestionarios fueron analizados por
modelización de ecuaciones estructurales, usando el software EQS 6.1. Los
resultados finales señalan que son seis de sesenta
variables las que tienen mayor influencia para mejorar la interacción con el
modelo m-learning en las citadas universidades.
Palabras clave:
Aprendizaje móvil, factores, proceso
analítico jerárquico.
INTRODUCTION
The projected
growth of education supported by Information and communication technologies (ICT)
responds to solve problems of geography, time, and demand. Unfortunately, it also
has drawbacks, such as low intensity regarding interactivity between professor-student;
feedback tends to be very slow; it presents difficulties to correct materials
and assessments errors; students dropout more than with face to face teaching,
etc. (Gallego & Martinez, 2002).
E-learning is
defined by the Fundación para el Desarrollo
de la Función Social de las Comunicaciones
(FUNDESCO) as “a system for
delivery of distance learning, supported by ICT which combines different
pedagogical elements: classical training (classroom or self-study), practice,
real-time contact (in person, video or chat), and deferred contacts (tutor,
forums discussion, email)” (Marcelo,
2002). Due to technological advances, we have a growing number of mobile
devices: smartphones, notebooks, notepads, iPads, and tablets. According to Forrester
Research Portal (2015), a third of tablets sold in 2016 will mostly be used for
business purposes (Kaganer et al., 2013). Moreover, the
existing institutional frameworks are inadequate to rapidly respond to the
challenges of new education technologies (Dussel
& Quevedo, 2010).
PROBLEM AND RATIONALE OF STUDY
Hernández-Sampieri (2010) suggests defining the problem by means of a
question, consequently we propose as a research question (RQ) the following: Which
is the empirical model and its factors for mobile learning and their factors in
universities located at the Metropolitan Zone of Guadalajara? Thus, our general
objective (GO) is to establish factors and variables to discover the factors
from m-learning as a conceptual empirical model for
mobile learning and their factors. We used two specific questions (SQ):
SQ1: Which are the
factors, dimensions, and variables that describe the overall conceptual model?
SQ2: Which are the
relevant factors, dimensions, and variables within the conceptual model?
Our general
hypothesis (GH) is: All the relevant variables have significant positive effect over m-learning,
and as arguments we use three hypotheses:
H1. A high level
of technologies (TECH) generates a high level of m-learning Contents
Teaching-Learning Management (CTLM).
H2. A high level
of CTLM generates a high level of m-learning in
Professor and Student Role (PSR).
H3. A high level
of PSR generates a high level of TECH in m-learning.
METHODOLOGY
Our study is based on documentary study and analyzed
by means of the Analytic Hierarchy Process (AHP) with the help of specialists
in m-learning. With our theoretical framework we discovered
three main factors: technology (TECH); contents teaching-learning management,
and styles (CTLMS); professor-student role (PSR). We identified the variables
and dimensions based on the concepts of different m-learning authors. The study
was applied on 20 professors and 800 students both participating in social
sciences m-learning courses, from 7 universities. We used structural equations
modeling (SEM), and EQS 6.1 software to analyze data of the questionnaires, and
respond to the RQ and GH to determine additional underlying relationships
between the factors’ variables.
THEORETICAL
FRAMEWORK
AHP. We documented more than 100 studies of m-learning factors, looking for the
most mentioned variables, and using an AHP technique (Saaty,
1997); we asked 5 specialists in m-learning to select
the most important variables to use in our conceptual model. See Table 1.
Table 1. AHP or Saaty’s
Theorem Results.
Objective |
Mobile learning |
|||
Variable |
Frequency |
AHP weight |
||
Alternatives |
1 |
Technology |
28 |
0.23 |
2 |
Contents, Teaching Learning
Management and Styles |
16 |
0.22 |
|
3 |
Professor |
12 |
0.19 |
|
4 |
Student |
10 |
0.13 |
|
5 |
Innovation |
9 |
0.07 |
|
6 |
Assessing |
8 |
0.06 |
|
7 |
Policies |
7 |
0.04 |
|
8 |
Learning Management |
3 |
0.02 |
|
9 |
Web Learning |
4 |
0.01 |
|
10 |
On Line Communities |
1 |
0.01 |
|
11 |
Multimedia Learning Objects |
1 |
0.01 |
|
12 |
Augmented Reality for Learning |
1 |
0.01 |
|
TOTAL |
100 |
1.00 |
The factors with their main features under the m-learning
vision are:
1. Technology (TECH). To describe this variable, we
propose two aspects at the same time: the technical features based on OSI model
and the extrinsic/intrinsic characteristics of technology, based on the
equipment features perceived by the user (Shneiderman
& Plaisant, 2005). About OSI (ISO/IEC7498 Open
System Interconnection, 1994), model developed by the International
Organization for Standardization (ISO) in 1980, this framework defines the technical
interconnection architectures and communications systems, consisting of seven
layers: physical, link, network, transport, session, presentation and
application. About the second model, we consider the equipment intrinsic
features such as ergonomics, portability, weight, size, design, speed of access
to the telecommunications network, processing, storage, capacity of growth of
the equipment, and the equipment extrinsic based provider of telecommunications
services such as coverage, price, speed of access, availability, compatibility
of protocols, among other features (Shneiderman &
Plaisant, 2005).
In order to guarantee and achieve the
continuity and implementation of m-learning technology, it is necessary to
develop institutional policies that provide direction and enough resources,
including an assessment system to verify participation, activities and quality
of teaching actions and course contents (Garrison & Anderson,
2003).
Topics that a policy document and
strategic plan should include are organized as follows (Garrison & Anderson, 2003):
1. Vision: –understand
background–define core values–describe strategic goals
2. Needs and risk assessment:–identify issues–identify challenges–identify best
practices
3. Educational principles and
outcomes described
4. Implementation initiatives
and strategy: –link to institutional priorities–create a steering
committee–identify communities of practice
5. Infrastructure: –design
multimedia classrooms–describe administrative processes
6. Infostructure:
–design institutional connectivity–create a knowledge management system–provide
digital content–create standards
7. Support services: –provide
professional development–provide learner support
8. Budget and resources
9. Research and development
framework
10. Benchmarking: –establish
success criteria–assess progress–communicate direction and accomplishments
11. Assessing
2. Contents (C). People perceive e-learning as
a formal course and not as a tool and an attitude towards lifelong
learning. So, there are new features of
learning, passing through contents to activities giving to the students new
perceptions over the activities, that are more clearly related to the
objectives, competencies and skills we seek to achieve (Cabero,
2012) as shown in Table 2.
Table 2. Differences between Learning
Centered regarding Content and Activities.
Learning
Centered Content |
Learning
Centered Activity |
The
student is usually reactive and passive, waiting for the professor to speak or
decide. |
Students
have an active involvement in their learning, without waiting for the
professor to decide for them. |
Decision
space student is small. |
Wide
freedom for students and space for own decisions as important elements of
their learning. |
Individual learning is promoted. |
Learning
is promoted in collaboration with colleagues; students have opportunities to
be independent in their learning. |
Students
do not have many opportunities to learn independently. |
Process-related
skills with a focus on results, and the search, selection, and management of
information. |
Memory
replication of content and skills. Personal and professional education often
is limited to certain periods of life. |
Personal
and professional education throughout life. |
Source: Adapted
from Cabero, 2012.
According to Cabero (2012), an important design aspect is that there are
several types: ranging from the methodologies and strategies that will be used
in the virtual action (training design); the type of navigation that allows
within materials (navigation design); the chances of students, professor
relationship (interaction design); graphic forms in which present the
information (navigation design); different evaluation strategies to be
permitted and used in the training (evaluation design), and ways of presenting
content with forms of construction (design of content).
2a. Contents Teaching-Learning Management (CTLM): Several
theories explain how people learn, and over 50 of them are online; however,
most are variations of three main trends:
behaviorism (behavior), cognitivism (mind and brain) and constructivism (construction of knowledge).
New theories that support m-learning are: connectivism (network connections) and enactivism (actions based on the body and senses) (Woodill, 2011).
2b. M-learning: Its definition has shifted in recent
years due to technological advances. See Table 3.
Table 3. M-learning descriptions.
Author |
Description |
Brazuelo & Gallego, 2011 |
“… The
educational model that facilitates the construction of knowledge, problem
solving learning and development of skills or different skills autonomously
and ubiquitous thanks to the mediation of portable mobile devices.” |
Traxler & Kukulska, 2005 |
“… Any educational process where the only
dominant and prevailing technology is provided by equipment type: handheld or
palmtop…” |
Keegan, 2005 |
“…… Mobile Learning
should be restricted to learning on devices which (…) [anyone] can carry in
his pocket.” |
O’Malley et al., 2005 |
“… Any sort of learning that happens when the
learner is not at a fixed, predetermined location, or learning that happens
when the learner takes advantage of the learning opportunities offered by
mobile technologies.”
|
Source: Brazuelo & Gallego (2011); Traxler & Kukulska (2005); Keegan (2005); O’Malley et al. (2005).
Consultant or professor tells students what to do in
their learning; in other words, they become facilitators
that make the student achieve higher levels of knowledge (Woodwill, 2011).
3. Professor (P). The concept of Vygotsky (Moll, 1993)
having greater recognition and applicability in the educational field is the
zone of proximal development (ZPD). This concept means: “The individual's actions that he can perform successfully start
only in interaction with others, in communication with them and with their
help, but can then play in totally autonomous and voluntarily” (Matos, 1995).
They are responsible for designing strategies that promote intensive
interaction according to ZPD, considering students’ previous level of
knowledge, from the culture and the meanings they have in relation to what they
will learn (Onrubia, 1998). The process is
established where a group of professors together design, teach, observe,
analyze, and review one class lesson. See Table 4.
Table 4. Professor Requirements.
Indicators
|
Example/Description
|
Comments
|
Source
|
Informatics
Culture
|
Permanent update
of information by using of technology.
|
Attitude and
intuitive ability to learn the use of technological resources.
|
Ng
& Nicholas (2013); Cabero (2012)
|
Lection Cycle
|
Group
planning/experimental lection/individual reflection/group reflection.
|
Teaching based on enactivism.
|
|
Cognitive Objectives
|
Bloom’s digital taxonomy.
|
Association
with the enactive cognitive objectives, such as teaching, knowledge,
comprehension, application, analysis-synthesis, and evaluation.
|
Bloom
(2012)
|
Source:
Ng & Nicholas (2013); Cabero (2012); Bloom (2012).
3a. Student (S): This topic takes into account the
cognitive, memory, prior knowledge, emotions, and possible motivations. The
student will assume the commitment with his own learning process and will find
out, in the self-evaluation, the key to discover his own progress to make
choices (Montoya, 2008). See Table 5.
Table 5. Variable: Student
Requirements.
Variable
|
Example/Description
|
Comments
|
Source
|
Previous
Knowledge
|
Tacit and
explicit knowledge stored in memory with conditions to be applied in the
teaching-learning process.
|
This impacts in
how students understand new concepts.
|
Driscoll (2005); Tirri (2003)
|
Memory
|
Techniques to
successfully encoded with use of signals such as categorization, mnemonic,
tactile, auditory, sensory, etc.
|
It involves how
multimedia actively encourages students in their learning.
|
|
Context and Transference
|
Static knowledge
versus
dynamic knowledge
|
It involves how
to make students use what they learn to strengthen memory, understanding, and
transfer the concepts to different contexts.
|
Carroll & Rosson (2005); Driscoll (2005)
|
Learning by Discovering
|
Application
procedures and concepts to new situations; case study.
|
It involves how
to encourage students to develop skills to filter, select, and recognize
relevant information in various situations.
|
Tirri (2003)
|
Emotions and Motivations
|
Student’s
feelings to perform a task; reasons for their achievement.
|
Student
inclination or ability to adopt an attitude that prepares your emotional
state or desire to accomplish a task.
|
Carroll & Rosson (2005); Tirri (2003)
|
Source: Carroll & Rosson (2005); Driscoll (2005); Tirri (2003);
Carroll & Rosson (2005).
3b. Contents Teaching-Learning
Styles (CTLS): It described how students use what they already know, and how
the information is encoded, stored, and transferred. It covers theories about knowledge
transfer and discovery learning (Carroll & Rosson,
2005). The experience and prior knowledge affect learning
as does the atmosphere of the student. So their application is under the experiential memory (Driscoll, 2005). Professors
teaching style is important. They are, explicitly or implicitly, using
observation techniques trying to know
their students (Gallego & Martínez, 1999),
discovering learning styles. See
Table 6.
Table 6. Learning Styles.
Teaching-Learning
Styles |
Description |
Activist |
Students are
fully and without prejudice involved in new experiences. They grow to
challenges and get bored with long maturities. They are people who engage in
the affairs of others and focus around all activities. |
Reflexive |
Students learn
the new experiences but do not like to be directly involved in them:
Collecting data, analyzing them carefully before reaching any conclusions,
and enjoying watching the actions of others, listening but not intervene
until they have taken over the situation. |
Theoretical |
Students learn
best when they are taught about things that are part of a system, model,
concept, or theory. They like to analyze and synthesize. For them, if
something is logical, it is good. |
Pragmatic |
Students apply
and practice their ideas. They tend to be impatient when people who theorize. |
Source: Adapted from Honey & Mumford (1992).
Figure 1 presents the
factors for the proposed model.
Figure 1. General conceptual
model for mobile learning and their factors in universities located at the Metropolitan
Zone of Guadalajara, México
RESULTS
It shows the final questionnaire design with 3 factors, 13 dimensions, and
60 independent
variables grouped according to
what the main authors describe of m-learning.
Personal
Background
If you are a
STUDENT: -Name of m-learning course; -What is your
occupation? Manager/Employee non-technical/Employee technical/Professor or
trainer/Student; -How old are you? 24 or younger/25-29/30-40 /41-50 / over
50;
-Gender? Female /
Male; -What is your level of education? High school matriculation/One to three
years of post-secondary education/Four or more years of post-secondary
education; -Personal Digital Assistant (PDA) ownership -Do you own?
Smartphone/Lap/Palmtop/Other; - Where did you study
the mobile learning course? At home/ At the office or
work/ While travelling/ Other.
If you are a
PROFESSOR: -Name of the m-learning course;-What kind
is your assignment? Social Sciences/ Engineering;
-Are you: Instructor/Assistant Professor/Associate
Professor/ Professor;-How old are you? 24 or younger/25-29/30-40/41-50/over 50;-Gender? Female/Male;
-What is your level of teaching? High School/ Undergraduate/Postgraduate/;-Personal Digital Assistant (PDA) ownership–Do you own?
Smartphone/Lap/Palmtop/Other; -Where did you study the mobile learning course?
At home/At the office or work/While travelling/Other.
FACTOR
1. TECHNOLOGY (TECH)
Dimension
1. Technology Friendliness (TFRN)
Variables
(measured by Likert Scale: Strongly agree/ Agree/ Uncertain/ Disagree/ Strongly
disagree):
1. I need a
special training to use my PDA (Ng & Nicholas, 2013).
2. The screen on
the PDA makes it difficult to do my school work (Ng
& Nicholas, 2013).
3. Writing with a
PDA is easier than writing by hand on paper (Ng & Nicholas, 2013).
4. With a PDA it
is easy to take my school work (Ng & Nicholas,
2013).
5. I would
recommend mobile learning as a method of study to others (Keegan, 2005).
Dimension 2.Technology-Synchronous Communication (TSYC)
6. Chat in m-learning is very useful is better than PC (Keegan (2005).
7. IP telephony
functions are very well with the m-learning course (Keegan (2005).
8. The sending of
SMS is very useful (Ng & Nicholas, 2013).
Dimension 3. Technology Asynchronous Communication
(TASY)
9. Communication
and sending assignments for submission with the students (or tutor) by e-mail
functioned well. (Keegan, 2005; Ng & Nicholas, 2013).
10. Writing
messages to the Forum functioned well (Keegan, 2005).
11. Answering
assignments for submission applying the m-learning
functioned well. (Keegan, 2005).
12. Accessing to
notes and reading text functioned well (Keegan, 2005).
Dimension 4.
Technology Multimedia (TMMD)
13. Accessing to
sound, video, and graphical materials functioned well (Keegan,
2005).
14.
Activities/assignments involving manipulation of graphical materials functioned
well (Keegan, 2005).
Dimension 5. Social Media (TSME)
15. To learn (or
teach), I tend to be in different networks, in permanent interaction and
collaboration (Woodill, 2001).
16. To learn (or
teach), I tend to participate in gammings, simulations
and/or virtual worlds (Woodill,
2001).
17. To learn (or
teach), I feel I spend a lot of time connected in different networks with
scarce results (Woodill, 2001).
FACTOR 2. CONTENTS
-TEACHING LEARNING MANAGEMENT AND STYLES (CTLMS)
Dimension 6. Teaching-Learning Management (CTLM)
18. Accessing
course content was easy (Keegan, 2005).
19. Communication
with and feedback from the student (or tutor) in this course was
easy (Keegan, 2005).
20. Mobile
learning is convenient for communication with other course students (or
professor) (Keegan, 2005).
21. PDAs help me
learn (or teach) my subjects better (Ng & Nicholas,
2013).
22. There are no
disadvantages in using PDAs in the classroom (Ng & Nicholas,
2013).
23. PDAs make learning (or teaching) more
interesting (Ng & Nicholas, 2013).
24. PDAs help me
organize my time better (Ng & Nicholas, 2013).
25. I feel my
learning (or teaching) process is more willing to punishment-reward cycle (Woodill, 2001).
26. I feel my
learning (or teaching) process is more willing to the individual internal brain
processes such as memory, attitude, motivation, and self-reflection (Woodill, 2001).
27.I feel my
learning (or teaching) process is more willing to “learn how to learn” and I
select and decide about how they affordable information responds to my needs
when I require it (Woodill, 2001).
V28. I feel my
learning (or teaching) process is more willing to the sensation to be connected
everywhere, every time to the internet affordances (Woodill, 2001).
V29. I feel my
learning (or teaching) process is more willing to respond to the perception of
the environment and my actions, through experiencing, and doing (Woodill, 2001).
Dimension 7. Teaching-Learning Styles (CTLS)
30. As a student
(or professor), I feel that the contents are enough to motivate me to create
new forms of knowledge. You are more reflexive (Cabero,
2012; Bloom, 2009; Gallego & Martínez, 1999;
Honey & Mumford,1992).
31. As a student
(or professor), I feel that the contents are enough to motivate me to evaluate
the knowledge acquired. You are more reflexive (Cabero,
2012; Bloom, 2009; Gallego & Martínez, 1999;
Honey & Mumford,1992).
32. As a student
(or professor), I feel that the contents are enough to motivate me to analyze
knowledge acquired. You are more reflexive (Cabero,
2012; Bloom, 2009; Gallego & Martínez, 1999;
Honey & Mumford,1992).
33. As a student
(or professor), I feel that the contents are enough to motivate me to apply the
knowledge acquired. You are more pragmatic (Cabero,
2012; Bloom, 2009; Gallego & Martínez, 1999;
Honey & Mumford,1992).
34. As a student
(or professor), I feel that the contents are enough to motivate me to
comprehend the knowledge acquired. You are more reflexive (Cabero,
2012; Bloom, 2009; Gallego & Martínez, 1999; Honey
& Mumford,1992).
35. As a student
(or professor), I feel that the contents are enough to motivate me to memorize
the knowledge acquired. You are more pragmatic (Cabero,
2012; Bloom, 2009; Gallego & Martínez, 1999;
Honey & Mumford,1992).
36. As a student
(or professor), I feel the contents are well designed considering: text,
context, colors, PDA’s formats, accessibility, etc. (Montoya, (2008)
FACTOR 3.
PROFESSOR STUDENT ROL (PSR)
Dimension 8. Professor-Student Perception Feasibility
(PSPF)
37. I am motivated
about using a PDA for m-learning, because is easy to
use and I learn (or teach) better with it. (Ng &
Nicholas, 2013; Driscoll, 2005).
38. When I use a
PDA, I am very intuitive using my memory and my senses (Driscoll,
2005).
39. Navigation
through the mobile learning course was easy (Keegan, 2015;
Moll, 1993; Woodill, 2011).
40. For mobile
learning (or teaching) to be effective, it is necessary to use graphics and
illustrations (Keegan, 2015).
41. Evaluation and
questioning in the m-learning course was effective (Keegan, 2015).
42. The use of
PDAs have more advantages than a desktop computer (Ng & Nicholas, 2013).
43.The PDA that I
use has a good relation among hardware, software, and connectivity network (ISO/IEC7498; Shneiderman & Plaisant, 2005; Woodill, 2001).
Dimension 9. Professor-Student Perception Value/Cost
(PSPVC)
44. M-learning
increases access to education and training. It is still expensive (Keegan, 2005).
45. The cost of
accessing the mobile course materials was acceptable (Keegan,
2005).
46. The cost of
communicating in the mobile learning course with the tutor and other students
was acceptable (Keegan, 2005).
Dimension 10. Professor-Student Assessing
Participation (PSAP)
47. Effectively
encourage others to learn? (Garrison & Anderson, 2003).
48. Contribute
regularly at each important stage of the unit? (Garrison
& Anderson, 2003).
49. Create a
supportive and friendly environment in which to learn? (Garrison
& Anderson, 2003).
50. Take the
initiative in responding to other students? (Garrison &
Anderson, 2003).
51. Seek to
include other students in their discussions? (Garrison &
Anderson, 2003).
52. Successfully
overcome any private barriers to participation? (Garrison
& Anderson, 2003).
53. Demonstrate a
reflective approach? (Garrison & Anderson, 2003).
Dimension 11. Professor-Student Assessing Activities
(PSAA)
54. Each of the
activities and strategies employed to assess student learning has
methodological and epistemological shortcomings (Garrison
& Anderson, 2003).
55. All the student
products are stored in a database of
learning products (Garrison & Anderson, 2003).
56. The assessment
is based on using problem-based learning (PBL) activities in m-Learning
education (Garrison
& Anderson, 2003).
Dimension 12. Professor-Student Assessing Quality
(PSAQ)
57. As a student
(or professor), I evaluate the course objectives, activities, contents;
technology affordances are aligned and congruent with the tutoring (or goals)
of the course (Garrison & Anderson, 2003).
58. As a student,
I evaluate the knowledge acquired versus the initial expectations (If you are a
professor: Do you evaluate the knowledge acquired versus the initial
expectations of each student? (Garrison & Anderson, 2003;
Woodill, 2001).
Dimension 13. Professor-Student Policies (PSPO)
59. I’m informed
(If I’m a professor: Inform to the students) the security and support policies
(Garrison & Anderson, 2003; Woodill,
2001).
60. I’m informed
(If I’m a professor: inform to the students) the educational principles and
outcomes described (Garrison & Anderson, 2003; Woodill, 2001).
VALIDITY AND RELIABILITY OF THE MODEL
Bellow we present a
summary of the test and values
used in this research. The survey universe was comprised of 20 professors
and 800 students both participating in social sciences courses, from seven universities at
Metropolitan Zone of Guadalajara (UMZG), México, during the period 2013-2014.
And the collection method of data was e-Mail/Inquiry, in scale likert 5, date of
fieldwork on January
2013-December 2014. The total e-mail/Inquiry completely answered was 680.
Ratio NC/VoQ= Number of cases (NC) and variables of questionnaire (VoQ)
Value and description: NC/VoQ
= NC (20 professors +
680 students (>=100 and <=1000, according Hair et al., 2010
)/60 VoQ = 11.66>10 (it is >10 recommended by
(Hair et al., 2010).
CFA
(Confirmatory Factorial Analysis ) by maximum
likelihood method, and covariance analysis by EQS 6.1 software
Value and description: To verify the reliability
and the validity of the measurement scales. (Bentler,
2005; Brown , 2006; Byrne, 2006).
Cronbach's Alpha
(CHA) and Composite Reliability Index (CRI)
Value and description: CHA (per factor via SPSS)
& CRI>=0.7 / Reliability of the measurement scales (Bagozzi & Yi, 1988; Nunnally
& Bernestain, 1994; Hair, et al. 2010).
Mardia’s Normalized Estimate (M)
Value and description: SBχ2. By specifying ME=ML, ROBUST, the output
provides a robust chi square statistic (χ2) called. This is to minimize the
outliers and achieve goodness of fit (Satorra
& Bentler, 1988).
Normed Fit
Index (NFI)
Value and description: NFI>=0.8 and <=.89.
/ Index used for more than two decades by Bentler
& Bonett’s (1980) as the practical criterion of
choice, as evidenced in large part by the current “classic” status of its
original paper (Bentler, 1992, and Bentler & Bonett, 1987, cited
by Byrne, 2006). However, NFI has shown a tendency to underestimate fit in small samples (Bentler & Bonnet, 1980; Byrne, 2006).
Comparative Fit
Index (CFI)
Value and description: CFI>=0.8 and <=.89. Bentler (1990, cited by Byrne, 2006) revised the NFI to
consider sample size and proposed the Comparative Fit Index (CFI). Values for
both the NFI and CFI range from zero to 1.00 are derived from comparison
between the hypothesized and independence models, as described previously. As
such, each provides a measure of complete covariation
in the data. Although a value > .90 was originally considered representative
of a well-fitting model (see Bentler, 1992, cited by Byrne,
2006); a revised cutoff value close to 0.95 has been advised (Hu & Bentler, 1999, cited by Byrne, 2006). Although both
indexes of fit are reported in the EQS output, Bentler
(1990, cited by Byrne, 2006) suggested that the CFI should be the index of
choice. (Bentler & Bonnet,
1980; Byrne, 2006).
Non-Normed Fit
Index (NNFI)
Value and description: NNFI>=0.8 and <=.89. It is a variant
of the NFI that takes model complexity into account. Values for the NNFI can
exceed those reported for the NFI and can also fall outside the zero to 1.00
range (Byrne, 2006).
Root Mean
Square Error of Approximation (RMSEA)
Value and description: RMSEA>=0.05 and <=0.08/The RMSEA
considers the error of approximation in the population and asks the question
“How well would the model, with unknown but optimally chosen parameter values,
fit the population covariance matrix if it were available?” (Browne
& Cudeck, 1993, pp. 137-138, cited by Byrne, 2006).
This discrepancy, as measured by the RMSEA, is expressed per degree of freedom,
thus making it sensitive to the number of estimated parameters in the model
(i.e., the complexity of the model). Values less than .05 indicate good fit,
and values as high as .08 represent reasonable errors of approximation in the
population (Browne & Cudeck, 1993, cited by
Byrne, 2006). Addressing Steiger’s (1990, cited by
Byrne, 2006) call for the use of confidence intervals to assess the precision
of RMSEA estimates, EQS reports a 90% interval around the RMSEA value. In
contrast to point estimates of model fit (which do not reflect the imprecision
of the estimate), confidence intervals can yield this information, thereby
providing the researcher with more assistance in the evaluation of model fit (Hair et al. 2010; Byrne, 2006; Chau, 1997; Heck, 1998).
Convergent
Validity (CV)
Value and description: All items of the related factors are significant
(p < 0.01); the size of all standardized factorial loads are exceeding 0.60
(Bagozzi & Yi, 1988), the extent to which
different assessment methods concur in their measurement of the same trait
(i.e., construct) —ideally, these values should be moderately high (Byrne,
2006).
Variance
Extracted Index (VEI)
Value and description: VEI > 0.50 / In all
paired factors as constructs. In a matrix representation, the diagonal represents the
(VEI), while above the diagonal part presents the variance (the correlation
squared); below the diagonal is an estimate of the correlation of factors with
a confidence interval of 95%. See the Table 8 Discriminant validity of the theoretical model mentioned below (Fornell & Larcker,
1981).
Discriminant
Validity (DV)
Value and description: DV/It is the extent to which independent
assessment methods diverge in their measurement of different traits —ideally,
these values should demonstrate minimal convergence (Byrne, 2006). DV is provided
in two forms: First, with a 95% interval of reliability, none of the individual
elements of the latent factors correlation matrix contains 1.0 (Anderson & Gerbing, 1988). Second, VEI between the each pair of
factors is higher than its corresponding VEI (Fornell
& Larcker, 1981). Therefore, based on these
criteria, different measurements made on the scale show enough evidence of
reliability, CV and DV. See the Table 8.
Discriminant validity of the theoretical model mentioned below. (Byrne, 2006; Anderson & Gerbing,
1988; Fornell & Larcker, 1981).
Nomological Validity (NV)
Value and description: It is tested using the chi square, through which
the theoretical model was compared with the adjusted model. The results
indicate that no significant differences are good theoretical model in
explaining the observed relationships between latent constructs. (Anderson & Gerbing, 1988; Hatcher,
1994).
DISCUSSION
The CFA results are presented in Table 7 and suggests that the model
provides a good fit of the data (S-BX ² = 335.879; df
= 180; p = 0.0004; NFI = 0.909; NNFI = 0.905; CFI = 0.933; RMSEA = 0.052). According
Table 7, as evidence of the convergent
validity, the CFA indicates that all items of the related factors are
significant (p <0.001) and the
magnitude of all the factorial loads are exceeding 0.60 (Bagozzi
& Yi, 1988). All the values of the scale exceeded the value recommended 0.70 for the
Cronbach’s Alpha and CRI, which provides evidence of reliability and justifies
the internal reliability of the scale of the business competitiveness (>=
0.70), recommended by Nunnally & Bernestain (1994) and Hair et al. (2010), and the Variance
Extracted Index VEI (>=0.5) was
calculated for each pair of constructs, resulting in an VEI more than 0.50 (Fornell & Larcker, 1981).
Table 7. Internal consistency and convergent
validity of the theoretical model.
Factor |
Variable |
Factorial Load |
Robust t-Value |
Loading Average |
Cronbach’s Alpha
(>=0.7per Factor via SPSS) |
CRI >=0.7 |
VEI >=0.5 |
F1 TECH |
13 |
0.890*** |
1.000a |
0.912 |
0.865 |
0.750 |
0.5 |
15 |
0.923*** |
5.720 |
|||||
17 |
0.924*** |
8.543 |
|||||
F2 CTLMS |
27 |
0.923*** |
1.000a |
0.914 |
0.823 |
0.751 |
0.502 |
30 |
0.890*** |
19.350 |
|||||
35 |
0.930*** |
17.560 |
|||||
F3 PSR |
37 |
0.956*** |
1.000a |
0.915 |
0.790 |
0.753 |
0.506 |
40 |
0.899*** |
21.453 |
|||||
44 |
0.841*** |
17.312 |
|||||
S-BX ² =
335.879; df = 180; p = 0.0004; NFI = 0.909; NNFI =
0.905; CFI = 0.933;
RMSEA = 0.052 a.- Parameters
constrained to the value in the identification process. ***= p < 0.001 |
According to
the Table 7, with the evidence of the convergent validity, discriminant measure
is provided in two forms as we can see in Table 8. First, with a 95% interval of reliability, none of the individual
elements of the latent factors correlation matrix contains 1.0 (Anderson & Gerbing, 1988). Second,
extracted variance between the two constructs is greater than its corresponding
VEI (Fornell & Larcker,
1981). Based on these criteria, we can conclude that the different measurements
with the model show enough evidence of discriminant validity and reliability.
Table 8. Discriminant validity of the theoretical model.
Factors
|
TECH
|
CTLMS
|
PSR
|
CHI Square Differences
Test (Values <VEI)
|
TECH
|
0.5
|
0.462
|
0.336
|
|
CTLMS
|
0.270,
0.410
|
0.502
|
0.487
|
|
PSR
|
0.323, 0.581
|
0.496, 0.758
|
0.506
|
|
Interval Confidence Test (<1.0 )
|
|
To obtain the
statistical results of the research hypotheses, we applied the SEM as a
quantitative method with the same variables to check the structure model and to obtain the results that would allow the
hypotheses posed, using the software EQS 6.1 (Bentler,
2005; Brown, 2006; Byrne, 2006). Furthermore, the nomological validity of the theoretical model was tested using the chi square and
through which the theoretical model was compared with the adjusted model. The
results indicate that no significant differences in the theoretical model are
good in explaining the observed relationships between latent constructs (Anderson
& Gerbing, 1988; Hatcher, 1994). Taking in
account only the factors described and using again EQS 6.1, we obtained the Table
9 to demonstrate our hypotheses.
Table 9. Results
of hypothesis testing the theoretical model.
Hypotheses |
Structural Relation |
Standardized Coefficient |
t Value |
H1. A high level of TECH generates a high
level CTLMS of m-learning model at the UMZG. |
TECH -> CTLMS of m-learning
model at the UZMG
|
0.710*** |
19.631 |
H2. A high level of CTLMS generates a high level of PSR
in m-learning model at the UMZG |
CTLMS -> PSR of m-learning
model at the UZMG
|
0.856*** |
27.600 |
H3. A high level of PSR generates a high
level of TECH
in m-learning model at the UMZG |
PSR -> TECH of m-learning model
at the UZMG
|
0.890*** |
38.853 |
S-BX ² = 182.655; df = 104; p = 0.0005; NFI = 0.931; NNFI = 0.901; CFI =
0.923; RMSEA
= 0.065*** p < 0.001 |
The hypotheses results
obtained after applying the SEM method are showed in Table 10.
Table 10. Hypotheses results.
Hypotheses |
Description |
H1 |
(β = 0.710, p
<0. 001), the relationship between TECH and CTLM in m-learning model has
significant positive effect. |
H2 |
(β = 0.856, p
< 0.001), the relationship between CTLM and PSR in m-learning model has
significant positive effect. |
H3 |
(β = 0.890, p
< 0.001), the relationship between PSR and TECH in m-learning model has
significant positive effect. |
Summarizing, we
can conclude
that all the variables involved are positive and significant over the empirical
m-learning model.
However, how the latent variables are interacting? To
answer this, the results of SEM as a quantitative technique show how the
underlying variables are interacting amongst them at the same time of multiple
regressions are in progress. We found 9/60 independent variables as most important
on m-learning indicators, to reinforce the model. In order to get it, we have:
F1. TECH: Technology. This factor representing a great
opportunity to the Universities at Metropolitan Zone of Guadalajara (UMZG) to
increase the positive effect of m-learning empirical model for students and
professors because we have to get better technologies and friendliest around multimedia
(TMMD) issues, in other words: accessing to sound, video and graphical
materials must work, pretty well (V13. Keegan, 2005).
The social media (TSME) is already present and with a great potential for
analyze the benefits on learning, when the student or professor perceives: To learn (or teach), I tend to be in
different networks, in permanent interaction and collaboration (V15. Woodill, 2001).
Hence it is very important, to minimize the sensation of: To
learn (or teach), I feel I spend a lot of time connected in different networks
with scarce results (V17. Woodill, 2001).
F2. CTLMS: Contents, Teaching-Learning Management and Styles
This factor reveals m-learning potential to the UMZG
through the Teaching-Learning Management (CTLM) when the student or professor
perceives: I feel my learning (or
teaching) process is more willing to “learn how to learn” and I select and
decide about how they affordable information responds to my needs when I
require it (V27. Woodill, 2001);
the teaching-learning process becomes more reflexive:
As
a student (or professor), I feel that the contents are enough to motivate me
to: create new forms of knowledge. You are more reflexive (V30. Cabero, 2012;
Bloom, 2009; Gallego & Martínez, 1999; Honey &
Mumford, 1992). To more pragmatic: As a student (or professor) I feel that the
contents are enough to motivate me to: memorize the knowledge acquired. You are
more pragmatic (V35. Cabero, 2012; Bloom, 2009; Carrol & Rosson, 2005; Gallego &
Martínez, 1999; Honey & Mumford, 1992). Both states of knowledge are
very pretty significant in the teaching-learning process.
F3. PSR: Professor-Student Rol.
Professor-Student Perception Feasibility (PSPF) must increase the future
contents and design devices around the intuitive senses, when both: student
and/or professor perceive: I am motivated
about using a PDA for m-learning, because is easy to
use and I learn (or teach) better with it. (V37. Ng & Nicholas, 2013;
Driscoll, 2005) and be effective it is
necessary to use graphics and illustrations (V40. Keegan,
2005). Enactive education processes have a great chance to be explored
and implemented here (Woodill, 2001). Unfortunately,
about the cost/value perception where
m-learning increases access to education and training
It is still expensive in México (V44. Keegan, 2005).
We have to expect the rate of prices to broadband access be lower in the near
future for the UMZG.
CONCLUSIONS
We confirmed finally that there are three mean factors:
TECH, CTLMS, PSR involved into the m-learning process, with 13 dimensions and
60 variables as indicators. So, we solved the SQ1:
Which are the
factors, dimensions, and variables describing the general conceptual model? Based on the
results of Table 1, Figure 1, and Table 5, presented as a main questionnaire,
we proposed the theoretical framework. On the other hand, using SEM, we
obtained of the final questionnaire design to solve SQ2: Which are the most relevant factor, dimensions, and variables in the
conceptual model? These variables are:
-Factor: TECH; Dimension 4.-Technology
Multimedia (TMMD); Variable 13.-Accessing
to sound, video and graphical materials functioned well.
-Factor: TECH; Dimension 5.-Social
Media (TSME); Variable 15.- To learn (or
teach), I tend to be in different networks, in permanent interaction and
collaboration.
-Factor: TECH; Dimension 5.-Social
Media (TSME); Variable 17.-To learn (or
teach), I feel I spend a lot of time connected in different networks with
scarce results.
-Factor: CTLMS; Dimension 6.-Teaching-Learning Management (CTLM); Variable 27.-I feel my learning (or teaching) process is
more willing to “learn how to learn” and I select and decide about how they
affordable information responds to my needs when I require it.
-Factor: CTLMS; Dimension 7.-Teaching-Learning
Styles (CTLS); Variable 30.- As a student
(or professor), I feel that the contents are enough to motivate me to: create
new forms of knowledge. You are more reflexive.
-Factor: CTLMS; Dimension 7.-Teaching-Learning
Styles (CTLS); Variable 35.- As a student
(or professor) I feel that the contents are enough to motivate me to memorize
the knowledge acquired. You are more pragmatic.
-Factor: PSR; Dimension 8.-Professor-Student
Perception Feasibility (PSPF); Variable 37.- I am motivated about using a PDA for m-learning, because is easy to use
and I learn (or teach) better with it.
-Factor: PSR; Dimension 8.-Professor-Student
Perception Feasibility (PSPF); Variable 40.-
For mobile learning (or teaching) to be effective it is necessary to use
graphics and illustrations.
-Factor: PSR; Dimension 9.-Professor-Student
Perception Value/Cost (PSPVC); Variable 44.-
M-learning increases access to education and training. It is still expensive.
The hypotheses
all the relevant variables have significant positive effect to the Mobile Learning model was proved, based on the results
obtained in tables 7 and 8. In fact, H3: A high level of PSR generates a high level of TECH
in m-learning model at the UMZG shows the most relevant latent factor. So, we solved
the RQ at 100%.
The final SEM is showed in Figure 2.
Figure 2. Hypothesized model of
first-order factorial structure for empirical model for mobile learning and
their factors. Case study: Universities located at Metropolitan Zone of
Guadalajara, México.
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Juan Mejía Trejo.
PhD in Administrative Sciences. Coordinator of the PhD in Administrative Sciences. Professor and researcher at Department of Marketing and
International Business, Economic and Management
Sciences University Centre, University of Guadalajara.
José Sánchez Gutiérrez
PhD in
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at Department of Marketing and International Business, Economic and Management Sciences University Centre, University of
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Guillermo Vázquez Ávila
PhD in
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Department of Marketing and International Business, Economic and Management Sciences University Centre, University of
Guadalajara.
Fecha de recepción del
artículo: 05/06/2015
Fecha de aceptación para su
publicación: 23/09/2015
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