About this paper

Appears in:
Pages: 4783-4790
Publication year: 2013
ISBN: 978-84-616-2661-8
ISSN: 2340-1079

Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain


A. Lukyamuzi, G. Onyait, R. Angole, F. Mutungi

Busitema University (UGANDA)
Developing countries believe in a tradition method of education which advocates that a lecture is delivered when a lecturer stands in front of learners, the mode referred to as face-to-face. In circumstances that prohibit the lecturer to turn up for the lecture, the period is lost and in many cases permanent loss due to heavy schedules of day programs, evening programs, weekend programs and night programs. This leaves no room for compensation. This study investigates the possibility of harnessing mobile technology to augment face-to-face learning. This is intended for institutions with tight programs but cannot afford any of the available technological solutions on the market. The research was guided by this question: How can educators harness available mobile technology to conduct remote teaching?
The proposed approach uses concepts from m-learning adoption model as suggested by Barker 2005. We use concepts from Barker’s model that are applicable to this situation and these include: critical success factors and key elements (communication infrastructure, mobile devices, learners and teachers). Tools for this approach are; two (2) mobile phones, a sub hoofer, a projector, two (2) laptops, and two (2) headphones. Note that each headphone should have a mouthpiece. A teleconferencing facility is proposed out of these tools. The mobile phones, the sub hoofer and headphones play a key role in relaying voice interactions between learners and the lecturer at a remote location. The laptops and the projector are for displaying the same replica of lectures slides at both sides (student environment and the lecture’s locality). Thirty (30) third year students from Busitema University were selected as subjects for experimentation. Performance of this facility was measured by analyzing the questionnaires filled by subjects to establish if this could be a viable solution for augmenting face-to-face learning.
Previous related studies acknowledge importance of mobile learning and the outcomes of this study suggest similar trends. Our validation with students indicates positive perception of the technology. The use of easily accessible and affordable technology is a key strength here which makes the study applicable to financially constrained institutions. Institutions interested at employing cheap technology to address similar challenge can also adopt this. The study can also be used to facilitate distance learning. Another key attribute of this study is that educators need not be Information Technology experts to setup this. Our approach has one major drawback: Video conferencing which could provide a more advanced interaction between an educator and learners is not supported. Further studies will focus at a extending this technology to support video conferencing.
author = {Lukyamuzi, A. and Onyait, G. and Angole, R. and Mutungi, F.},
series = {7th International Technology, Education and Development Conference},
booktitle = {INTED2013 Proceedings},
isbn = {978-84-616-2661-8},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {4-5 March, 2013},
year = {2013},
pages = {4783-4790}}
AU - A. Lukyamuzi AU - G. Onyait AU - R. Angole AU - F. Mutungi
SN - 978-84-616-2661-8/2340-1079
PY - 2013
Y1 - 4-5 March, 2013
CI - Valencia, Spain
JO - 7th International Technology, Education and Development Conference
JA - INTED2013 Proceedings
SP - 4783
EP - 4790
ER -
A. Lukyamuzi, G. Onyait, R. Angole, F. Mutungi (2013) HARNESSING MOBILE TECHNOLOGY TO AUGMENT FACE-TO-FACE LEARNING, INTED2013 Proceedings, pp. 4783-4790.