TOWARDS THE DEVELOPMENT OF A MOBILE

LEARNING MODEL FOR SMART PHONES

USING STAKEHOLDERS’ ANALYSIS

Evangelos Moustakas

, Isabel Oliveira

, Carlos Costa

, Maria Teresa Roberto

Middlesex University, The Burroughs, Hendon, London, U.K.

Instituto Politécnico de Viseu, Campus Politécnico, Viseu, Portugal

Universidade de Aveiro, Campus de Santiago, Aveiro, Portugal

Keywords: Mobile Learning, Stakeholders’ Analysis.

Abstract: The objective of the current research is to develop a mobile learning model for smart phones which will be

used by educational institutions for learning and training purposes but also for on-the-go communication for

students and academics and information sharing. It would determine the important elements of mobile

applications as a medium to facilitate m-Learning both in assembling responses from students and for

reporting feedback to individual students. The mobile application would also integrate capabilities so the

students would be able to access presentations by professionals through the 3G application in their mobile

devices. They could also interact by posting their comments and sharing photos, images, voice and video

though this application. The lecturer could facilitate and moderate debates while students could respond and

learn without being in front of a computer. The application would also be used as a digital marketing

channel for promoting Educational Programmes to potential candidates.

1 INTRODUCTION

Information and Communication Technologies

(ICT) are rapidly evolving and they are being

progressively included in education and training.

The development of technology is placing new

demands on expert knowledge, and on its use in

instruction and learning.

It is now time to make the existing student

resources more adaptable to their needs. Besides

using the computer in their academic activities,

students also have access to mobile devices which

are with them wherever they may be. Academic

Institutions have to be more innovative in terms of

the services offered to learners and other university

stakeholders and develop strategies to enhance

learning and sharing capabilities and generate

revenue. There is a need to take advantage of the

ubiquitous mobile devices and become more market-

oriented in order to attract more students.

Mobile learning can be used as an effective

solution to improve communication between the

stakeholders who are involved in education as well

as an innovative marketing channel for promoting

programmes and educational corporate brands.

2 LITERATURE REVIEW

2.1 The Transition from e-Learning to

m-Learning

In the past, distance education sought to respond to

learner needs, managing to abolish geographical

barriers to learning. Nowadays, in the digital era,

other e-Learning solutions are needed in order to

make access to information and to learning resources

more flexible. It is vital to allow learners to

experience reality allowing it to permeate their

learning. E-Learning has a remarkable influence on

learners’ education. However, this is considered a

“tethered” learning solution (Traxler, 2007). Over

the past years another technology has emerged –

mobile technology – through the use of devices such

as the Personal Digital Assistant (PDA), Tablet PC,

e-book, and mobile phone. Widespread ownership of

these devices has allowed a new way of learning –

mobile learning – which has rapidly entered

477

Moustakas E., Oliveira I., Costa C. and Roberto M..

TOWARDS THE DEVELOPMENT OF A MOBILE LEARNING MODEL FOR SMART PHONES USING STAKEHOLDERS’ ANALYSIS.

DOI: 10.5220/0003965204770483

In Proceedings of the 4th International Conference on Computer Supported Education (ESEeL-2012), pages 477-483

ISBN: 978-989-8565-07-5

 2012 SCITEPRESS (Science and Technology Publications, Lda.)

learners’ and teachers’ routines. Nowadays, both

teachers and learners engage in mobile content

production (Kukulska-Hulme et al., 2007).

Since 2000, literature on mobile learning has

rapidly increased. Some believe m-Learning is used

to support e-Learning, for example, when we are on

the move, we can continue learning through mobile

devices (Charmonman and Chorpothong, 2005).

Others, like Hoppe, Joner, Millard, and Sharples

(2003) assert that m-learning is e-Learning using

mobile devices and wireless transmission. Although

there were several attempts to define m-Learning,

Sharples (2006) claims that mobile learning, as a

concept, is ill-defined as it seems to be all things to

all people although more recent researchers have

foregrounded the mobility of the learner while others

have focused on learning in informal settings.

Therefore, it is difficult to develop a theory of

mobile learning.

Even though there is no common ground

regarding the definition of m-Learning, the

combination of mobile computing and wireless

technology is resulting in increasing transformations

in the educational world. The m-learning revolution

is underway (Cochrane, 2005).

Several academic institutions internationally

have been using mobile applications for marketing

and learning purposes. Most specifically, Montclair

State University introduced ‘Connect’; Wake Forest

implemented the ‘MobileU’ program; Duke

University supplied original iPods to faculty and

incoming freshmen; Apple Inc. continues its long-

standing efforts to work with schools to enable

educators to use a more mobile approach to learning;

finally, the International Academy of Design &

Technology Online provides the capability to login

and access many of the core features of the

IADTOnline virtual campus.

2.2 The Need for Mobile Learning and

Mobile Marketing in Education

The Global as well as the European economy is

currently facing one of the deepest recessions since

the 1930s (European Commission, 2009). Although

there might be some evidence of improvement,

recovery remains uncertain and fragile.

In the UK, for example, Government passed a

new Legislation (HM UK Government, 2011) which

raises student fees. However, there are serious

concerns that the rise in student tuition fees in the

UK from 2012 will cause a decrease in the number

of prospective students. This pushes Higher

Education Institutes in UK to identify and

implement innovative marketing strategies in order

to reach and recruit students. The use of a mobile

application for marketing purposes will enable

Universities to reach easier the target audience,

leading to the increase in the number of potential

new students who wish to study in a Higher

Education Institution in the UK.

3 DEFINITIONS OF MOBILE

MARKETING

Mobile marketing is an interactive process that

combines push and pull marketing activities.

It receives a higher response rate compared to other

marketing channels because of its two particular

features: user permission and acceptance (Barnes

and Scornavacca, 2004). In addition, mobile

technology is advantageous because mobile devices

are personalised and the use of mobile systems could

provide data directly from users, with accuracy and

immediacy. More specifically, m-marketing is

defined as a form of marketing communication using

mobile communication techniques to promote

goods, services and ideas (Pousttchi et al, 2006).

A similar definition comes from Dickinger et al.

(2004) who claim that mobile marketing is using

interactive wireless media to provide customers with

time and location sensitive, personalized information

that promotes goods, services and ideas, thereby

generating value for all stakeholders. Finally, the

Mobile Marketing Association (2008) defines

Mobile Marketing as a set of practices that enables

organisations to communicate and engage with their

audience in an interactive and relevant manner

through any mobile device or network.

4 METHODOLOGY

In order to develop the mobile application model, a

large number of research theories and methods will

be selected, reviewed and evaluated. During the

early stages of the research, an established

framework such as stakeholder analysis was used to

identify and examine the interactions between

organisations and constituents in external

environment. A combination of qualitative and

quantitative methods will be used to select primary

data. The data will provide a clear insight on what

type of services the university students need and will

use. Interviews with professionals from the

University will be conducted and will provide

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answers on how the marketing mobile model will be

created and used more effectively. Focus Groups

could also be incorporated to collect data (i.e.

students and staff) in order to know their opinions.

The impact of the mobile marketing model will be

evaluated through pre and post-surveys and from

four aspects: 1) how students initially responded to

the Mobile Application, 2) how students felt after

interacting through the mobile application with

fellow learners and University departments, 3) how

students felt about their relationship with their

instructors in the new mobile blended learning

environment, and 4) mobile blended classroom

effects on students’ study habits. Cluster analysis

will be used to measure the validity of the surveys

we will be using in the evaluation study, and identify

if the students chose a particular University based on

the Mobile Application.

Stakeholder analysis was originally introduced

by Freeman (1984) as a tool for managers to

proactively engage their external environment in the

face of a rapidly changing global marketplace.

Mitchell et al (1997) suggested a framework for

stakeholder identification based on three criteria,

namely, power, legitimacy and urgency. Stakeholder

analysis has been widely applied in strategic

management, corporate governance (Burgoyne,

1994; Donaldson and Preston, 1995) as well as in

information systems studies.

Following Donaldson and Preston (1995) and

Mitchell et al (1997), we extend stakeholder analysis

to the context of Mobile Learning. Through this

analysis, we seek to identify salient stakeholders,

their position and potential roles. Table 1 provides a

representation of the key stakeholders in mobile

learning. As shown in the figure, there are five

primary groups of stakeholders; Learners, Educators,

Administrators, Enterprises and Community. The

mobile application will enable stakeholders to

interact and share educational resources more

effectively as well as improve the overall

communication.

4.1 Learners

This primary stakeholder has a key role in the

stakeholder analysis as it requires continuous and

easy access to Electronic Learning Resources within

the University. It integrates various study modes

(part / full time, short courses, distance / in class,

etc.), types of learners (young / mature students,

professionals) and different educational levels. The

mobile learning application will improve the access

to accurate and updated information and enhance the

learning experience by improving the interactions

and overall communication among students as well

as between students and academics that facilitate

interactions through the 3G application. The 3G m-

Learning application will stimulate the learning

reflection by integrating an innovative and appealing

teaching approach.

4.2 Educators

‘Educators’ is the second primary stakeholder and it

is involved in teaching, scholarship and research

activities. It liaises closely with teaching, technical

and administrative staff to ensure quality in the

teaching and learning environment. Through the use

of innovative technologies academics could

stimulate learning and teaching practices, provide

enhanced learning guidance and improved

administrative support which will lead to an

improved learning experience. They will also

support the delivery of subjects, support the setting

and marking of assignments and examination papers

as well as improve the feedback. The mobile

application will improve the quality and variety of

search tools for research purposes and improve

communication with fellow researchers, colleagues,

business collaborators and students. In addition, the

use of an innovative technology will stimulate

students’ motivation for learning as well as provide

support associated with student recruitment,

induction and programme planning. It will also

allow educators to relay information and solve

problems with students who are on mobility

programmes or in internship positions in far-flung

placements.

4.3 Administrators

‘Administrators’ is the third primary stakeholder and

involves a large number of services within the

University. The student office provides student and

staff administration support, assessment moderation

and data management as well as updated information

to students and staff. The 3G mobile application will

enable easier access to information related to

courses, academic calendar, tutorial timetable,

faculty information such as address book with phone

numbers, email addresses and office locations as

well as creation of personalised content.

The Learning Resources intend to increase the

quantity and improve the quality of books, journals

and on-line resources as well as inform students and

staff about research tools and guidelines through

workshops and on-line tutorials. The administration

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team of the library is also responsible for managing

the student resources database (books, journals, etc.)

and sending notifications to individuals who borrow

books about return dates. They can also inform

students and staff about when a publication will be

available for collection once it is requested.

The 3G application will improve search

capabilities for learning resources and provide an

additional compact way to access audio-visual

resources and electronic references. The application

can integrate QR code technology to scan and

borrow publications with the click of a button. The

QR technology could also be used as a tracking

system to locate books within the library a capability

which will save significant time for librarians while

trying to return books to the right shelf but also for

readers who wish to find a book which might not be

placed in the right shelf. The 3G applications could

also send notifications about events and last minute

changes in the opening times to users.

The Placement Office assists students with their

specialised knowledge and contacts. This service

could also include short internships, voluntary work

or even a yearlong placement. The Careers Office

through a combination of workshops, one-to-one

advice and employer events assists students to focus

their ambitions on realistic career goals and become

employable. The Alumni Office reconnects with old

graduates with the University to learn about Alumni

career resources. In several occasions the above

three units co-exist under one Department. The 3G

application will enable easier interaction with

companies who intend to recruit students for

placements or part-full time jobs as well as provide a

dynamic and interactive way to communicate with

former or current students as well as potential

candidates about job vacancies and training courses.

The IT Department supports the construction and

maintenance of computers, portable devices and

manages the University network (intranet-extranet).

The Department will aim to support the development

and maintenance of the mobile application, identify

and solve technical problems as well as provide

training to University Departments who will be

involved in updating the application with content.

The Money, Welfare and International Affairs

Unit supports students to tackle financial or practical

problems such as health and housing or legal

difficulties that may arise while studying at the

University. Advisors are available for private

consultation and offer personalised advice to

students. In addition, students and staff have the

opportunity to study abroad for a period of time as

part of their degree course. The mobile application

will enable payments (e.g. student fees) through the

3G application and provide information about

important dates and reminders for the various types

of services. Tutorials and short videos related to

mobile payments can be accessed through the

application. Individuals could also access through

the mobile application psychological support

anonymously.

Students’ Association promotes and supports

campaigns and represents the student body. The

application will improve students' involvement at all

levels and support the representation of opinions to

the Institutions decision-making bodies. Also,

students will be able to sign up for clubs and

societies. The Association will use the mobile

application as an additional channel to inform

students about freshers’ fairs where national and

local companies exhibit their products and services.

It will also inform about support services for

students, such as debt advice and counselling.

Finally, it will accelerate the sign up process for a

society or sports club and provide information about

what is offered by the Student Association.

4.4 Government

The Government provides guidance and support to

academic institutions and makes them aware of

changes in the educational system. The application

will reduce bureaucracy, improve communication

with institutions and work as an additional

evaluation channel.

4.5 Enterprises and Community

The University provides Masters Degrees, short

courses and professional training to organisations as

well as undertakes research projects on behalf of

companies. The organisations offer placements and

internships to University students as well as

professionals give guest lectures to educational

institutions providing information about the market

and link professional knowhow to theory. The

application will provide reminders about events and

enable interactivity between academia, the business

world and the local / global community.

5 RESEARCH FINDINGS

The proposed mobile model will enable distribution

of lectures, symposiums, class materials, school

news and several other data. It will enable academic

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Table 1: Stakeholders’ Analysis for Mobile Learning.

Internal

Stakeholders

Involvement/Role of the Stakeholder

within an Academic Institution

Objectives of each Stakeholder while Using the 3G

Mobile Application

Learners

Require easy 24/7 access to Learning

Resources (includes learning material and

assessment criteria).

Improve access to accurate and updated 24/7

information, from distant locations

Enhance the learning experience by improving

interactions and overall communication

Stimulate reflection on learning

Academics

Involved in teaching, scholarship and

research activities

Stimulate learning/research through the use

of innovative technologies improve the

learning experience.

Enhance the teaching and learning experience

Improve the quality and variety of search tools for

research purposes

Improve communication with fellow researchers,

colleagues, business collaborators and students.

Stimulate students’ motivation

Administrators

Student Office

Duties involve data management, student

and staff administration support,

assessment moderation and management;

updated information to students and staff.

Search and access information about courses,

academic calendar, tutorial timetable, faculty and

staff information (phone numbers, office locations,

email addresses, etc.) and create favourites and

personalised content.

Learning Resources

Maintain and improve the quantity and

quality of books, journals and on-line

resources as well as inform students and

staff about research tools and guidelines

through workshops and on-line tutorials.

Enhance audio-visual and electronic resources.

Improve Search Capabilities for Library resources

Integrate QR Technology

Provide updated information and notifications

IT Department

Support the construction and maintenance

of computers, portable devices and network

(intranet-extranet) within the University

and enable compatibility between operating

systems and applications.

Support the development and maintenance of the

Mobile App.

Reduce bureaucratic procedures

Placement / Careers / Alumni

Assist students with specialised knowledge

and contacts. The Careers Office provides

advice and employer events.

Enable to reconnect with old graduates, stay current

with the University and learn about Alumni career

resources

Money, Welfare and International Affairs

Helps students to manage with financial,

practical or legal difficulties. Advisers are

available for private consultation and offer

personalised advice to students.

Provide information about key dates and reminders of

delayed fee payment. Payments could also be

conducted through the mobile device. Tutorials and

short videos could be downloaded to help students

proceed with the payment.

Individuals could also access through the Mobile app

psychological support anonymously.

Students’ Association

Promotes and supports campaigns and

represents the student body.

It will improve students' involvement at all levels and

support the representation of opinions to the

Institution's decision-making bodies.

Government

Regulates and provides guidance and

support to institutions

Reduce bureaucracy

improve communication with Educational Institutions

Enterprises

and

Communities

Attend programmes and courses in

Universities. Offer funding to Universities

for research purposes and training

opportunities to students.

Improve interactivity between academia and the

corporate world

staff and students to make/take course materials with

them on their mobile phones using a simple

interface. Short courses could take place through a

mobile device. The Sports Department could also

use the service to archive the recording of sporting

games and events. Besides, the brand and corporate

image of the University will become stronger

following the latest developments in learning and

fulfilling the needs of the new generations. The

application could be used by the student office,

careers office as well as the media and press office

in order to create a calendar of past and future events

such as workshops, seminars, conferences, open

days and any other form of institutional events that

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are dedicated to students and staff. The proposed

research will evaluate the cognitive principles of

multimedia, the means to deliver multimedia content

that respects those principles, hardware requirements

and identify technical and learning limitations.

The marketing team, after using this 3G business

marketing model as a mean to communicate with

students, will have a positive impact on building

brand awareness, changing brand image, enhancing

brand loyalty, providing personalised and immediate

services to students anytime anywhere. In addition

to promoting academic courses it will also enhance

the linkage between academia and the industry. This

communication between faculty and students can be

established by using a variety of technologies in any

mobile devices such as (IVR) Interactive Voice

Response, (MMS) Multimedia Messaging Service,

(SMS) Short Message Service, and (WAP) Wireless

Application Protocol or mobile applications.

Using mobile applications for marketing services

can take many forms depending on the objectives of

both developing and using these applications. For

instance, it can be used for information services such

as events listing, news, enquiries because these

services can make mobile users life more efficient

than the past as they can be accessed anytime and

anywhere. On the other hand, the success factor for

information services application is customer’s needs,

personalisation, and content relevance. Moreover,

information should be based on interests of customer

and mobile users’ profile. For open days in

universities, location based services application can

also be an effective method in using mobile

application for marketing, this method can be found

in many areas such as shopping, travel information,

entertainment and event information. Location can

be separated by the technology used such as GPS,

WLAN, Bluetooth and infrared, mobile users can

use mobile applications in this category in order to

find location and information about products and

services easily.

6 CONCLUSIONS

The above study reﬂects the growing recognition

that priority should be given to the use of innovative

technologies, for educational purposes, which will

stimulate and enhance the learning experience.

Mobile learning is unique in that it allows truly

anywhere, anytime, personalised learning. The

development of a mobile learning model for smart

phones requires in depth research not only for the

hardware part but also towards the development of a

learning model which will integrate a 3G

application. The current study identified the

stakeholders which are involved towards that

process, examined their involvement in the mobile

learning model and outlines their objectives. The

analysis also investigates the applicability of a 3G

mobile technology in the educational setting and the

way it should serve in reference to the future

application development.

The current research concluded that since

technology plays a central role in educational

institutions, in order to make them more

competitive, institutions should focus on developing

and improving their own resources. Institutes could

take advantage of the new mobile devices and their

ubiquitous characteristics in order to convert

teaching and learning into an up to date experience.

Moreover, all the involved stakeholders could take

advantage of a mobile learning system. Therefore,

institutions should focus on the benefits from this

learning strategy as several supports may arise. With

regards to the applicability of such a model, as it

focuses on the use of personal technology to have

access to institutional information, there will be

ubiquitous and more widespread access information.

This fact makes the development of mobile

applications a very thriving and exciting initiative.

The present study was developed based on the

analysis of different services offered by institutions.

However, each institution has its own idiosyncrasies

which may require model adaptations.

ACKNOWLEDGEMENTS

This research is supported by IPV, FROFAD grant.

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