Critical Review of M-Learning in Total Quality Management Classroom Practice in an Indonesian Private University

Bunyamin Bunyamin,Khoerul Umam,Lismawati Lismawati

doi:10.3991/ijim.v14i20.15141

Abstract

<span lang="EN-GB">The widespread use of mobile phones has changed learning practices in the classroom. Many studies have already recommended the advantages of using mobile phones to teach religious education to university students. However, there is a lack of evidence for these advantages in the context of religious education. This research aims to test the effectiveness of M-learning’s utilization in educational programmes for Islamic religion teachers in a private university in Jakarta. A total of 41 pre-service teachers participated in this research. Various methods of data collection are used, including observation, written journals, students’ responses, and tests. Subsequently, the data are analysed utilizing both quantitative and qualitative methods. The findings show that M-learning encourages students’ awareness of conducting independent learning, creates a very interactive discussion atmosphere in class, and improves students’ communication skills in the learning process. However, numerous technical challenges are found in the implementation of M-learning, such as regarding skill in using applications, internet access, and essay tests. The findings of this research offer recommendations to fellow educators regarding using this as an alternative solution. </span>

Highlights

The rapid growth of smartphone use is making mobile learning (M-learning) more popular in teaching and learning at university level [1]
To facilitate Total Quality Management (TQM) learning outside class, we previously provided various materials, in the form of PowerPoint, essays, or interactive videos in a mobile application
This part will present the findings obtained from critical reflection on M-learning teaching of Total Quality Management material, in educating Islamic Studies teachers

Summary

Introduction

The rapid growth of smartphone use is making mobile learning (M-learning) more popular in teaching and learning at university level [1]. How students control independent learning, according to Tapia-Moreno and Villa-Martinez [5] and Cavus and Ibrahim [8], can help students to develop extensive material comprehension that is not limited to mobile learning provided by teachers. This comprehension development process is encouraged by enormous curiosity, which allows access to abundant relevant knowledge that strengthens students’ comprehension of the materials[9], [10]. This happens because teachers have already prepared and organized all learning materials, including educational management cases or other issues, with highly interactive answers that are accessed on their students’ phones

Objectives

Methods

Results

Conclusion