Abstract
Despite the ubiquitous and potential of mobile technology in education, there is limited consideration for mobile-supported learning environments (M-learning) within the learning management systems (LMS) in many institutions of higher education in developing countries. Beyond the limitations of accessibility and flexibility, it is crucial to reconsider how to sustain learners' active engagement through integration of e-portfolios and M-learning. This chapter explores how such an integrative approach can be operationalized to facilitate effective e-learning. Further, the implementation of e-portfolios within M-learning contexts from situated and authentic learning theoretical perspectives is examined with suggestions to promote active engagement and meaningful learning.
TopIntroduction
Information communication technologies (ICT) are increasingly influencing the way we teach and learn particularly in higher education (Edna, Gikandi, & Solomon, 2014; Bogossian, Kellett, & Mason, 2009). Many universities in both developed and developing nations have identified ICT integration in education as a priority and consequently allocated significant financial investments in e-learning resources. These efforts have also been coupled with policy frameworks to support sustainability of ICT related initiatives. For instance, the government of Kenya (GoK) has provided diverse policy and infrastructural framework to promote adoption of ICT in education (Kashorda & Waema, 2014). The Ministry of Education Policy Framework for Education and Training (2012) underscores ICT as a major vehicle for teaching and learning while the national ICT policy for Kenya offers a framework for e-learning (Tarus, Gichoya, & Muumbo, 2015). These policy frameworks embrace e-learning as an integral component of open and distance learning (ODL).
Similarly, as universities continue to increase investment in e-learning and computer-supported distance learning (DL), best design practices for virtual technology tools are being examined to make learning environments more effective. Computer-supported DL offers flexibility as well as opportunities for access to education particularly for continuing professionals (in-service students) who are seeking advanced academic qualifications (Gikandi, 2018). Multiple universities, for instance, in Kenya have put in place institutional policy framework and operationalized e-learning to serve clients interested in advancing their education but are unable to take on-campus classes due to personal or work commitments. To promote access and quality, several universities in Kenya continue to adopt multiple ICT technologies to improve the conventional model of ODL towards e-learning.
E-learning in this context refers to learning environments that are mainly enabled by various ICT, does not require the teacher and the learner to be available at the same time and place, and constitutes 80% or more instructional activities being conducted through web-based ICT (Allen, Seaman, & Garret, 2007). It is also important to note that the term e-learning is widely used synonymously with the term online learning among other related terms (Gikandi, Morrow, & Davis, 2011). Many distance learning programs have evolved from the old, pre-packaged text DL model to diverse E-learning models. While these e-learning models have different brand names and other unique features, they share a common denominator in the sense that the ICT they adopt is mainly characterized by dedicated Virtual (Web-based) learning management systems (VLMS), digitized learning content, and high Internet bandwidth.
In Kenya, e-learning continues to draw attention of both educators and policy makers. This is mainly due to two reasons; First, the government regulatory bodies have recently reviewed the policy on curriculum implementation for higher education with a purpose to enhance quality. Specifically, all public and private universities are required to show adequacy of contact hours in distance learning programs. Secondly, due to prevailing competition in higher education sector, many universities have intensified their efforts in quality assurance as they strive to attract sustainable student population. This has led to increased budgetary allocation for improved infrastructural and human capacity towards e-learning aimed as well as greater success in distance learning programs.
Key Terms in this Chapter
e-Portfolio: Technologically-supported pedagogical strategy towards development of competencies; a sustained process that involves purposeful collection of artifacts and reflections on achieved learning goals and results in which learning processes and products are progressively demonstrated and documented via digital information objects.
Mobile Learning: Refers to use and recognition of mobile technologies as part of educational ICT and entails designing a mobile learning environment that goes beyond hardware and software configuration to incorporate congruent pedagogical approaches can stimulate learner to actively engaged with learning processes and be self-regulated and through increasing opportunities access and flexibly interact with content, teacher and peers.
Interactive collaborations: Sustained interactions that involve purposeful exchange of ideas and information among learners an environment within which they progressively become intrinsically motivated to deepen the learner’s engagement manifested by in-depth thoughts, critical analysis, and purposeful discourse towards construction and validation of meanings both collaboratively and individually.
Competence-Based Assessment: This refers to a variety of continuous assessment activities that are seamlessly embedded within the teaching and learning processes; and that are relevant and meaningful to the learner’s real-life situations and experiences in ways that actively engage learners in sustained critical inquiry.
Meaningful engagement: Active engagement of learners in educational processes in which they are stimulated and supported to sustain interactive collaboration in ways that lead to deep engagement that is manifested by multi-dimensional, reflective discourse and self-regulation.
Reflective Learning: Is a three-stage processes which entail learner’s preparation, engagement, and processing. In the preparatory phase, the learner examines the situation, in engagement stage, the learner reviews the experience received from the practice and in the processing stage; the learner consolidates the experience to apply it in new context.
Situated Learning: Learning that occurs when learners are engaged actively in performing authentic activities that reflect real-world contexts within a learning community of both teacher and peers are key learning resources; and in which learning opportunities are shaped by learning experiences within a social context as opposed to prescribed structures.
Authentic Learning: Learning occurs through active participation in activities that reflect real-world practices and contexts within a social context.