A Suitable m-Learning System using e-Book

for Developing Countries

Masumi Hori

, Seishi Ono

, Kazutsuna Yamaji

, Shinzo Kobayashi

, Toshihiro Kita

and Tsuneo Yamada

NPO CCC-TIES, 7-1-1 Tezukayama, Nara-city, Nara, Japan

National Institute of Informatics, 2-1-2 Hitotsubashi, Chiyoda-ku, Tokyo, Japan

SmileNC & Co., 2-3-20 Higashimizuhodai, Fujimi-city, Saitama, Japan

Kumamoto University, 2-40-1 Kurokami Chuo-ku, Kumamoto-city, Kumamoto, Japan

Open University Japan, 2-11 Wakaba, Mihama-ku, Chiba, Japan

Keywords: Open Education, Large Scale Online Courses, e-Books, LMS, MOOCs.

Abstract: While large scale online courses such as MOOCs are popular in developed countries, their dissemination is

difficult in developing countries due to the existing challenges faced by the digital divide such as poverty,

internet accessibility, and the low PC ownership ratio. A learning platform for mobile learning was developed

for developing countries where people often have no access to the Internet. The platform is called creative

higher education with learning objects (CHiLO) and was developed with the aim of solving the problem. As

a demonstration experiment, we distributed CHiLO books of the NSA1 series in about one year (from April

2014 to March 2015), 47% of over 20,000 downloaded books were from developing countries. Our

experimental results in Japan have indicated the potential effectiveness of CHiLO for developing countries.

1 INTRODUCTION

Large scale online courses such as Massive Open

Online Courses (MOOCs) can strongly contribute to

enhancing the opportunities for higher education

around the world. Additionally, they help create a

new learning artifact or ecosystem, whilst sharing

personal knowledge (Siemens, 2013).

Ally and Samaka (2013) stated that a major issue

in developing countries’ education systems is the

shortage of teachers and actual, physical schools for

students to attend. An opportunity currently exists for

a transformation in education, where fewer teachers

are required and learning materials are delivered to

learners within their communities rather than sending

learners to physical schools.

MOOCs can be potentially effective in bridging

the educational inequality between countries.

Nevertheless, Liyanagunawardena et al. (2013A)

reported that most learners of MOOCs were from

North America and Europe in 2012. The reason is the

existing challenges of the digital divide. Khan et al

(2012) stated that online education in developing

countries has two barriers. The barriers are

categorized as external and internal. The internal

barriers include lack of equipment, unreliability of

equipment, lack of technical support, and other

resource-related issues. The external barriers include

both school-level factors, such as organizational

culture, and teacher-level factors, such as beliefs

about teaching, technology, and openness to change.

For this particular study, we focused on the recent

trend of mobile devices, such as the rapid growth of

smart phones and tablet PCs all over the world,

including many developing countries. The

development of a new learning platform called

Creative Higher Education with Learning Objects

(CHiLO) uses an e-book that can accessed on many

mobile devices and does not always have to be

connected to a network environment.

In this study, we report on the possibilities for

CHiLO as a flexible and diversified learning

platform. Our experiment provides evidence of the

effectiveness of mobile devices as a delivery system

for e-books.

408

Hori, M., Ono, S., Yamaji, K., Kobayashi, S., Kita, T. and Yamada, T.

A Suitable m-Learning System using e-Book for Developing Countries.

In Proceedings of the 8th International Conference on Computer Supported Education (CSEDU 2016) - Volume 2, pages 408-415

ISBN: 978-989-758-179-3

2 CHALLENGE OF MOOCS IN

THE DEVELOPING WORLD

2.1 Digital Divide

Generally speaking, an MOOC is categorized into two

models; xMOOC and cMOOC. The xMOOC model is

based on a well-defined sequence of learning content,

mainly video lectures and interactive self-tests, with

heavy reliance on social collaboration features

(Grünewald et al., 2013). Many of the MOOCs, such

as xMOOCs, primarily comprise little in the way of

external materials and rely on more traditional

learning, with the use of video lectures, quizzes, and

exams (McGreal et al., 2013). These inflexible

traditional Learning Management Systems (LMS)

require substantial and sustainable connections and

relatively high bandwidth (Mott, 2010).

Furthermore, only 32.9% of households in

developing countries have a computer, whereas this

figure is 80.8% in developed countries (ITU, 2015).

People in remote locations and developing countries

are in a situation where they have difficulty accessing

online learning environments such as xMOOCs (Ally

and Samaka. 2013).

2.2 Learners’ Culture and Context

In terms of inflexibility, MOOCs have two

challenges; content and LMS.

Regarding content, despite the need for learners in

developing countries to have localized content in each

country, learners often only make use of MOOCs for

their own learning and do not reuse them as a platform

for becoming educators themselves (Adams, 2013).

MOOC curricula, which are generally developed by

professors at elite institutions, do not address the needs

of students in what Gunawardena terms “If the needs

of students in developing countries aren’t properly

considered, then MOOCs become not a help but a

hindrance.” (Gunawardena, 2014). For people in

developing countries, more flexibility is required for

the use, reuse, and adaptation of materials for local

contexts and learning environments (UNESCO, 2015).

Additionally, there is the language barrier. It is

difficult for non-native English speakers to actively

participate in forums in the many English-dominated

MOOCs (Liyanagunawardena et al., 2013B).

The second challenge lies in the area where most

MOOCs use traditional LMS, which are designed as

course-centric or time-based systems around content

delivery, course delivery and the mechanics of

running a course tailored to traditional classrooms

(Liyanage et al., 2013). However, in large scale

online courses such as MOOCs, the traditional face-

to-face teaching approach is impossible for a number

of learners. MOOCs face challenges in motivating

learners and managing system operations because the

LMS adheres to conventional technology and

methods. Therefore, traditional LMS do not fulfill the

requirements of these large scale online courses.

3 RELATED WORKS

3.1 m-Learning

Mobile devices in developing countries have grown

remarkably in recent years.

Figure 1 shows active mobile-broadband

subscriptions for developed countries and developing

countries (ITU, 2015). The subscriptions for

developing countries are rising rapidly in both the

overall number and percentage, when compared to

developed countries.

Figure 1: Active mobile-broadband subscriptions of

developed countries and developing countries (ITU, 2015).

Mobile devices have the following benefits:

 Affordability of Demand-Side: The many

pricing models offer affordability and choice,

even for very low-income customers (cheap

handsets, micro prepayments, top-up cards)

(Bhavnani, 2008).

 Reduction of Electricity Problems: Mobile

devices do not necessarily require a stable

power supply (Georgiev et al., 2004).

 Several Communication Options: Mobile

devices can be utilized through several

communication technologies such as global

system for mobile communications (GSM),

wireless application protocol (WAP), and

Bluetooth, without a permanent physical

connection to cable networks (Georgiev et al.,

2004).

A Suitable m-Learning System using e-Book for Developing Countries

409

 Ease of Use: Mobile devices are easy to use

without the need for computer skills (Bhavnani,

2008, Floro, 2011).

 Pervasive and Ubiquitous: Mobile devices are

pervasive and ubiquitous and are increasingly

changing the nature of obtaining knowledge in

modern societies (Georgiev et al., 2004,

Traxler, 2007).

Mobile learning (m-learning) can defined as a

combination product of mobile technology and e-

Learning technology (Khan et al., 2012).

A project titled “Mobile Online Learning for

Human Rights” was conducted in cooperation with

the Kenya Human Rights Commission (KHRC). The

primary goal was to create a platform to freely spread

information about human rights to any Kenyan in

order to increase knowledge and engagement. The

research goals of this project were to explore the

viability of using MOOC with incentives to reach,

engage and educate (Jobe and Hansson, 2013).

The Digital Ubiquitous Mobile Broadband, OLSR

(DUMBO) project, initiated by the Asian Institute of

Technology Internet Education and Research

Laboratory, developed and tested a system for

emergency scenario response in Thailand. Adapting

the concept of wireless mesh networks, DUMBO

used lightweight portable mobile nodes to broaden

coverage and penetrate deep into areas not accessible

by roads, or where the telecommunication

infrastructure had been destroyed (Kanchanasut et al.,

2007). Where traditional wired infrastructure has

been avoided due to prohibitive costs and

unsympathetic geography, wireless technologies are

attractive to governments, NGOs and operators

because they can be deployed in an inexpensive,

decentralized and effective manner, when compared

to other solutions (Stan, 2011).

3.2 e-Book and EDUPUB

An e-book has the advantage of being easily carried

in a portable device—a mobile phone or tablet PC—

without a network. Using e-books provides a new

way of learning adapted to the network-learning

model. The e-book, which is not only device

independent but is also available off or online, has

adopted the m-learning strategy. Furthermore, e-

books have the interoperability of EPUB and major e-

book formats, namely Kindle’s K8 format, iBooks

format, and others (Bläsi and Rothlauf, 2013).

EPUB3 is a distribution and interchange format

standard for e-books, developed by the International

Digital Publishing Forum (IDPF) (Polanka, 2013).

The advent of the EPUB3 format has meant that e-

books now include media-rich and interactive

content. The IDPF 2015 defined this capability as

follows: “The EPUB specification is a distribution

and interchange format standard for digital

publications and documents. EPUB defines a means

of representing, packaging, and encoding structured

and semantically enhanced web content—including

HTML5, CSS, SVG, images and other resources—

for distribution in a single-file format.” Thus, the

EPUB3 format has greater sourcing flexibility. In the

field of education, learning materials in the EPUB3

format are easily repurposed by tutors, adapted to

improve learning outcomes, and offer a way of

avoiding vendor lock-in (Belfanti, 2014).

The IDPF has proposed the EDUPUB format to

meet the requirements of next-generation learning

content on the basis of the e-book EPUB3 format

(IDPF, 2014). EDUPUB implemented a system for

cooperation with LMS, Analytics Systems, Student

Information Systems (SIS), and assessment systems

on EPUB3 using JavaScript and JavaScript Object

Notation (JSON) (Figure 2). EUPUB has the

following benefits (Belfanti, 2014) in that it can:

 Achieve economies-of-scale in design,

development, and distribution

 Ensure highest quality across multiple

platforms and devices

 Integrate with LMS and other services

 Be repurposed by teachers

 Offer flexibility: it can be used in both the

classroom/off-campus and online/offline

environments, on mobile devices and PCs

Figure 2: Overarching EDUPUB Architectural Model

(IDPF, 2014).

E-books are now being introduced into education,

and their improvement has been widely studied.

EDUPUB is one of the more superior solutions;

however, the implementation of these applications is

still being discussed. Furthermore, EUPUB has not

been heavily focused on use in rural areas.

3.3 Subdivision of the Course

Competency-Based education (CBE) is an approach

CSEDU 2016 - 8th International Conference on Computer Supported Education

410

to learning that focuses on the student’s ability to

demonstrate the desired learning outcomes as central

to the learning process. Through this approach,

learners can acquire the learning content based on

their own competencies and at their own pace,

receiving timely, individualized support with short-

term learning strategies (Sturgis et al., 2011).

An approach used by MIT is known as the

“unbundling of education.” This approach tries to

unbundle the functional elements of education as

modules, and then re-bundles each module with

assessment methods, or on the basis of the learners'

needs (MIT, 2013). The NanoDegree rendered by

Udacity, a for-profit educational organization, or a

MOOC platform, provides learners with a bite-sized

bundle of knowledge and more immediate motivation

for acquiring a degree.

What these approaches have in common is that

they split courses, which are delivered by MOOC,

into smaller learning components to which learners

are provided access. MIT Task Force (2013) also

outlined that “As seen in recent online educational

trends, learning content is split into smaller units,

which are then reassembled to allow self-paced and

self-path learning.”

This kind of method, in which a certain index of

tasks to be taught and learned is created, has been

practiced for a long time as Goal analysis in the field

of Instructional Design (ID).

As a recent trend in online education, the method

above has progressed to make the learning outcomes

of tasks measurable and to offer more variety in

education by combining the tasks.

4 DEVELOPMENT OF CHILO

BASED ON E-BOOK

4.1 Framework

CHiLO provides flexible, diversified services for

online learning based on various computer network

environments, devices, learners’ skills with e-books,

CBE, digital badges, and social learning (Figure 3). It

comprises the following four components:

 CHiLO Books using e-textbooks in EPUB3

format

 CHiLO Lectures based on one-minute nano

lectures

 CHiLO Badges providing authentication and

certification

 CHiLO Communities such as social

networking services (SNS), bulletin boards,

and chat rooms

Figure 3: Components of CHiLO.

4.2 CHiLO’s Learning Components

4.2.1 The CHiLO Book

CHiLO books, a core CHiLO component created

using EPUB3 e-books, contain media-rich content,

including graphics, animation, audio, and embedded

video. Based on the micro-credential method, CHiLO

books comprise learning materials used during a

classroom hour. On completing a CHiLO book, a

CHiLO badge is given as a certificate of completion.

The CHiLO Book is created through an e-book

with an EPUB3 format and HTML5 format. The

EPUB3-based CHiLO Book ensures access to a

learning environment without an internet connection

and is also available through e-book stores. In

contrast, the HTML5-based CHiLO book is very

convenient for learners who have constant internet

access.

4.2.2 The CHiLO Lecture

CHiLO lectures contain videos with scripts, quizzes,

and other learning materials. Videos offer one-minute

nano lectures. This concept emerged from an

experiment revealing that online learners’ average

viewing time is approximately one minute (Hori et

al., 2013). A CHiLO lecture is equivalent to one

section in a traditional textbook. A CHiLO book

contains approximately 10 CHiLO lectures, and a

standard CHiLO course, which is comparable to a

traditional university course with one academic

credit, comprises 10 CHiLO books.

4.2.3 The CHiLO Badge

The outcome assessment of a CHiLO book, which

includes CHiLO lectures, involves the use of CHiLO

A Suitable m-Learning System using e-Book for Developing Countries

411

badges. This assessment tool directly measures

knowledge and learning, rather than linking it to seat

time and grades, such as taking tests and/or

completing reports. The CHiLO badge assumes the

role of a certificate of assessment.

Each of the assessment instruments is

implemented by utilizing activity modules from

Moodle. In Moodle, there is a variety of evaluation

methods available; such as the Quiz activity module,

grading of reports, posting messages in the Forum

activity module and so on. Furthermore, we can issue

digital badges by setting a certain criteria on those

evaluations.

4.2.4 CHiLO Community

The CHiLO community functions as a social

network. Learners may share a downloaded CHiLO

book and discuss on an open SNS on the Internet, e.g.,

Facebook and Twitter.

The CHiLO community is comprised of many

learners and a few tutors, known as “connoisseurs.”

These tutors act as substitutes for teachers. A learner

who has studied and completed CHiLO books in a

specific field can became a connoisseur. Con-

noisseurs and learners are on equal footing; the

connoisseur often exchanges information with

learners in the community.

In the CHiLO community, a learner does not learn

from a tutor but rather learns independently using

CHiLO books as a learning resource. Thus, learners

are constantly required to find suitable CHiLO books

within the community. The CHiLO community

provides methods for discovering, sharing,

aggregating, and repurposing CHiLO books for

learners.

4.2.5 The CHiLO Producer

In order to create CHiLO Books, we developed the

CHiLO Producer, which is a Java 8-based application

tool. Given that the web-based CHiLO Book is

composed of HTML5-based resources, it is relatively

easy to output both web-based CHiLO lectures and

HTML5-based ones simultaneously. In addition, the

outputs can be saved as CHiLO books in some storage

systems that have the capability to deploy the outputs

to a wide range of learners.

Since the CHiLO Book is based on standard

EPUB3 format, it is possible to distribute the

packaged content through common e-book stores

such as Apple Store and Google Play. We have

chosen these two at this time.

5 APPLYING THE CHILO

FRAMEWORK

5.1 An Experimental Methodology

We produced a series of CHiLO Books titled

“Nihongo Starter A1 (NS A1),” in cooperation with

the Open University of Japan (OUJ) and the Japan

Foundation, and delivered them as a learning

course of OUJ MOOC in JMOOC. JMOOC “is an

organization that was formed in 2013 with the

cooperation of Japanese universities and businesses

that aims to spread and magnify Japanese MOOCs

throughout the country” (see http://www.jmooc.jp/

en/about/).

5.1.1 Design and Development

NS A1, which has been designed based on JF

Japanese Education Standards, is a course for

beginners in Japanese. As a demonstration

experiment, we distributed CHiLO Books of the NS

A1 series over a time frame of approximately one

year (from April 2014 to March 2015). Each CHiLO

Book was deployed free of charge via three different

storage units, or distribution channels, as shown in

Table 1.

Table 1: NS A1 CHiLO Book Storage.

Storage unit EPUB3-

based

Web-

based

OUJ-MOOC site

√ √

iBooks Store (Apple

Store)

√

N/A

Google Play Books

√

N/A

During the period of this experiment, we created

groups on Facebook as a CHiLO Community, and

invited learners to the communities in five different

periods. In order to facilitate discussions and

question-and-answer sessions among each

community, we organized support teams and assigned

staff to each community/class in each term.

5.2 Experimental Results

Table 2 shows the total number of downloads of the

NS A1 CHiLO Books. The numbers were determined

based on unique users and was divided by countries

and regions that are classified by United Nation in

2012.

Although people in some countries and regions

were legally restricted from downloading an e-book

through iBooks Store and Google Play Books, in this

CSEDU 2016 - 8th International Conference on Computer Supported Education

412

demonstration experiment, we found that CHiLO

Books were downloaded in 103 countries and

regions: Google Play Books in 46 countries, iBooks

Store in 34 countries, EPUB from OUJ-MOOC in 94

and HTML5 from OUJ-MOOC in 86 countries and

regions. Specifically, CHiLO Books were frequently

downloaded in rural areas: Indonesia (2,022),

Thailand (1,384), Philippines (1,201), Mexico (710),

Malaysia (690), Colombia (678), and Brazil (499).

From the results, we can assume that the CHiLO

Book, and its format, might appeal to people in rural

areas.

Table 2: Number of downloads of NS A1 CHiLO Books.

Total

Google

EPUB3

iBook

EPUB

OUJ

EPUB

OUJ

Web

U.S.

(Developed)

3,625

1,21

1,844 275 292

Indonesia

(Developing)

2,022

1,57

0 259 185

Japan

(Developed)

1,833 488 701 300 344

Thailand

(Developing)

1,384

1,30

0 51 25

Philippines

(Developing)

1,201 826 0 203 172

Mexico

(Developing)

710 88 164 319 139

Malaysia

(Developing)

690 541 0 60 89

Colombia

(Developing)

678 14 31 330 303

Venezuela

(Developed)

532 16 11 253 252

Brazil

(Developing)

499 183 69 114 133

Other (93) 8,954

2,11

895 2,968

2,97

Total (103)

22,12

8,37

3,715 5,132

4,91

Regarding our analysis of device-specific access

to the Moodle quiz module, 56.1% (1,771) accessed

it from PCs, 18.1% (572) from tablet PCs, and 25.8%

(831) from smartphones (Figure 4).

Figure 4: Ratio of traffic of quizzes in each CHiLO Book

by device.

Furthermore, we divided the access logs into

EPUB3-based and web-based CHiLO Books. In the

case of web-based books, approximately 69% of

access was from PCs; in the case of EPUB3-based

books, approximately 73% of access was from mobile

devices, such as smartphones and tablet PCs (Figure 5).

Figure 5: Ratio of people who responded to the

questionnaire by the CHiLO Book format and devices.

6 ANALYSIS AND DISCUSSION

6.1 An Availability of Developing

Countries

3,040 learners in the CHiLO Community on Facebook

participated in our experiments throughout five

classes. 22,128 CHiLO Books were downloaded by

learners from 103 countries in the same time period.

Table 3 shows the number of downloads of

CHiLO Books by distribution channel.

Table 3: Number of downloads of NS A1 CHiLO Books by

distribution channel.

Storage Number of downloads

Google: EPUB3 8,370

17,217 iBooks: EPUB3 3,715

OUJ: EPUB3 5,132

OUJ: Web 4,911 4,911

Total 22,128

Of the downloaded CHiLO Books, 47% were

from developing countries. This percentage exceeds

the 34% of enrolments in HarvardX’s 17 courses as

of August, 2013 (see http://harvardx.harvard.

edu/harvardx-insights).

Figure 6: Downloads from UN Developing Countries.

A Suitable m-Learning System using e-Book for Developing Countries

413

6.2 Device Use

In this demonstration experiment, more than half,

56.1% of the learners utilized PCs. Results indicated

that the learners showed a tendency to choose the web

format, if they were PC users, and e-book format if

they were mobile device users (Figure 4, Figure 5).

16.2 % of learners studied mainly using the e-book

format, whilst 49.5% studied using the web format

and 34.3% studied using both formats. These results

were derived from questionnaires completed by those

who had earned badges during this demonstration

experiment (Table 4).

Table 4: Questionnaire results: Which CHiLO Book did

you use: EPUB3-based or web-based CHiLO Book? (n =

105).

Mostly used the eBook version 17 16.2%

Mainly the eBook version, sometimes

the web version

34.3%

Used both the eBook version and the

web version at the same rate

Mainly the web version, sometimes

the eBook version

Mostly used the web version 52 49.5%

6.3 Learning Community on SNS

In the CHiLO Community on Facebook, many

participants posted that they were happy with the

community and showed off the badges they had

achieved. Participants who had completed the series

tended to provide helpful suggestions to the next

group of participants. Additionally, some of the

Spanish-speaking learners volunteered to form a

learning group in which they translated the CHiLO

Books into Spanish.

These results indicate that a learning community

may play a significant role in the online learning

environment as well as the traditional learning

environment.

An online learning system not only provides

learning content, it can also provide a learning

environment. CHiLO provides an essential online

learning system, within which the CHiLO

Community provides the learning environment and

the CHiLO Book provides the learning content.

7 CONCLUSION

We created CHiLO for people living in developing

countries, who cannot be continuously connected to

the internet or who do not have PCs.

In the demonstration experiment, over 20,000

ebooks were downloaded of which 47% were from

developing countries. While usage of mobile devices

was 43.9%, lower than that of the usage of PCs

(56.1%), 73% of the users utilized the EPUB format

on mobile devices. Results also show that 34.3% of

the learners used both EPUB-based and Web-based

CHiLO books.

One of the reasons for comparatively high usage

of PCs was the still high rate of PC ownership to

mobile device ownership though it is said that mobile

devices are spreading rapidly. Therefore, considering

the fact that mobile device ownership will increase in

developing countries, CHiLO has the potential to

provide effective online education.

However, an issue which arose in the

demonstration experiment was that learners could not

fully enjoy the merits of EPUB3-based CHiLO

Books. Despite the embedded videos meeting

specifications of EPUB3, many existing e-book

readers on EPUB3 did not support the embedded

videos. The result was that the e-book readers did not

work as expected with the embedded videos.

To address this problem, we will soon release a

dedicated e-book reader (called CHiLO Reader) for

CHiLO Books, to enhance their usability. The CHiLO

Reader is compliant with EPUB3, embedded video,

JavaScript, and JSON data. This will enable the

development of all embedded-type CHiLO Books

that contain assessment examinations and a digital

badge-issuing feature. It will be possible to enjoy the

learning activities without an internet connection,

such as viewing a video lecture, which then results in

earning a badge. The CHiLO Reader also has the

feature of recording the student’s learning history

(outcomes, scores, tracking, and others) in absence of

connecting networks. Once it is connected to the

internet, records are sent to the Learning Record

Storage.

To use CHiLO in a restricted network

environment is another challenge. We attempted to

implement MANET into the CHiLO Reader. Thus,

each learner of the CHiLO Reader can build an ad-

hoc network, with each device having the potential to

route data to another device in a mesh network.

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