Abstract:
This paper presents the end results of a project conducted to study the
effectiveness of e-learning through the use of handheld electronic gadgets. The study
utilized an experimental study design in which sampled students were divided into
two groups: control and treatment. The treatment group was facilitated and supported
to ensure that all the content was available and accessible on a Learning Management
System (LMS). The lesson module of MOODLE LMS was utilized to ensure weekly
release of content. Navigation to the following week’s content was conditioned on
accumulated score based on learners’ responses to presentation-related questions
which appeared on every page.
From the analysis of project results and particularly the performance of the
students, it is demonstrated that m-learning addressed the alarming cramming
problem of examinations. In addition, m-learning allowed for location shifting with
students able to learn from diverse physical locations using different portable
gadgets, time shifting with students being able to access course materials any- time
and on demand as well as interactivity with students being able to track their learning
progress as well as the management of the learning environment with ability to
provide online assessments, assignments, goals and expectations.
Continuous interaction with the learning materials ensured that the learner was
always ready for learning evaluation. The significant differences in CAT marks and
overall examination score is a major finding that leads to the conclusion that mlearning
is superior to the face-to-face mode because besides passing examinations,
the learner is able to master content as the semester progresses. With the current
trends in adoption m-learning, learning institutions can use the results of this study to
implement effective Technology supported Distance Learning programmes
