Concept Learning via SMS Delivery at the University Level

摘要

Latest technology based distance learning and mobile learning delivery platforms include cell phone based SMS technologies that provide access to learning materials without being limited by space or time. Sophisticated technological advances in the domain of pedagogical delivery have led to motivated, flexible, user-friendly, controlled and adaptive learning using cell phone delivery platforms. In the present study three groups of first year university students who studied Jewish concepts in an elective 15 week long (semester) course were exposed to three different modes of concept delivery. The first group of students received weekly lists of Jewish concepts sent via SMS messages to their cell-phones, the second group received weekly lists of Jewish concepts sent via email messages to their email inboxes, and the third group of students received weekly snail mail lists of Jewish concepts. The definitions of Jewish concepts studied by SMS, email and snail mail delivery platforms were identical and the students received 20 Jewish concept definitions on a weekly basis (except for weekends) for a period of 15 weeks. At the end of this period the students in the three groups were tested on a standardized Jewish concepts achievement test and responded to a questionnaire that examined their levels of learner curiosity, learner self-efficacy and learner technological self-confidence. Results of the study indicate that there were no significant differences between the achievement scores on the standardized Jewish concepts achievement test attained by students in the SMS to cell-phone delivery group, the email delivery group and the snail mail delivery group. However, there were significant differences between the students in the three different delivery groups regarding their levels of learner curiosity, learner self-efficacy and learner technological self-confidence. The students who received Jewish concepts via SMS messages indicated a significantly higher level of learner curiosity than their counterparts who received lists of concepts via email messages who in turn exhibited a significantly higher level of learner curiosity than students who received concepts via snail mail. Students in the SMS group also had a significantly higher level of learner self-efficacy than their counterparts in both the email and snail mail groups. No significant differences were found between students in the email group and those in the snail mail group on the learner self-efficacy factor. Lastly there were no significant differences between the levels of students in the SMS and email groups on the learner technological self-confidence factor. However, students in both SMS and email groups were significantly higher than students in the snail mail group on this factor. The results of the study indicate the potential evident in SMS based cell-phone technology regarding enhancement of students' attitudes toward learner curiosity, learner self-efficacy and learner technological self-confidence. Thus cell-phone based SMS messaging can become a viable technological mobile delivery system in the university learning process and serve as a routine platform for the delivery of relevant learning materials.