Abstract:

This research investigates the experiences of instructors using iTunesU when teaching a Foundation Math course (MATH 020). This course is the second of two Math courses in the New Foundations Studies Program running in the Higher Colleges of Technology (HCT). It focuses on the use of prior foundational knowledge to develop understanding and proficiency in the use and application of mathematical skills and concepts. A phenomenological approach has been chosen to help understand and explore the qualitatively different ways in which particular instructors experience the use of iTunesU as a course management tool.

Two specific questions were considered:
(1) “How did tutors experience the use of iTunesU in teaching MATH 020 classes?”
(2) “What values, if any, have been derived from using this tool in in teaching MATH 020 classes?”

Three course instructors were identified and selected for the interview process. Data collection in this study was conducted using a digitally-recorded unstructured interview, which allowed the participants to fully voice their experiences. The data explicitation process resulted in creating a number of themes. A list of similar themes was then prepared by grouping them together to form five central themes representing the essence of the original ones.

The central themes were:
(1) to foster ubiquitous learning;
(2) to encourage students’ participation;
(3) to foster independent learning;
(4) to manage instructors’ workload; and
(5) To provide a repository for the entire course.

This was followed by a discussion of the opportunities and challenges arising from using iTunesU in the given classroom, as well as the description of the limitations within this study

Keywords:

Learning management tools, Mobile learning, Phenomenological approach, Interactive learning, Course repository tools, ITunesU.