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Title:
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ME-LEARN: PDAS IN THE FACE-TO-FACE CLASSROOM |
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Author(s):
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Annette De Jager , Engela P De Crom |
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ISBN:
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972-8924-15-1 |
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Editors:
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Pedro Isaías, Piet Kommers and Inmaculada Arnedillo Sánchez |
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Year:
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2006 |
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Edition:
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Single |
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Keywords:
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Constructivism, outcomes-based education, mobile learning, handheld devices, authentic learning, PDA, cell phones,
ecotourism training |
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Type:
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Full Paper |
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First Page:
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81 |
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Last Page:
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88 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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South African education has changed over the past ten years from primarily content-based to outcomes-based learning.
Content-based learning often results in a tendency towards awarding learners with a once-off qualification and not
necessarily turning them into competent workplace-related persons. On the other hand, outcomes-based education
creates the opportunity to change the product-driven and rote learning to process-driven and real life learning. The
challenge is therefore to determine the application of mobile devices in an e-learning environment within the pedagogical
framework of an outcomes-based education scenario.
This research comprises a case study of 37 Ecotourism learners in Biology IA at Tshwane University of Technology
(TUT), Pretoria, South Africa over a period of two years. It pertains to changing a typical content-based scenario in a
lecture room to a technology enriched outcomes-based learning environment with the implementation of PDAs and cell
phones. What initially seemed to be an easy task, turned out to be an interesting challenge to discover all the aspects
contributing to the successful implementation of mobile devices as tools in an outcomes-based learning scenario.
The findings of the study indicate that technology enhanced outcome-based teaching and learning need a totally
different approach of doing. It takes time to make an internal mind-change as well as a change that can be observed
externally. It also reveals that it is not possible to make changes just for the sake of change, but implementation and
execution must be thought through. However, the indications are that both lecturers and the learners can only benefit
from the use of mobile devices in teaching and learning.
The problem of the use of mobile devices as a tool in teaching and learning has no straightforward solution. It can
only be stated that if all aspects are considered, there is a good chance that to end up with a permanent change in the
cognitive, affective and psychomotor skills of a person will result, i.e. that learning has taken place. There is a real need
for information on all the aspects that need to be considered in an integrated and holistic approach to technology
enhanced and supported learning in outcome-based education. This study was a pilot study and more research needs to
be done regarding the application of mobile and e-learning opportunities in outcome-based education in South Africa. |
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