Early Investigation of the Impact of Mobile Learning Ethics Student-Generated Activities for STEM Subjects in a Local Malaysian University Context

Shamsul Arrieya Ariffin,Nurul Hazlina Noordin,Amirrudin Kamsin,Muh Anshar,Christian Glahn,Faiz Daud,Tee Tze Kiong

doi:10.3991/ijim.v14i05.13359

Abstract

Mobile learning is fairly new in the local context, particularly for STEM subjects in Malaysia universities. However, this raises the issue of the ethics of mobile technology. With the advancement of mobile technologies few studies have been conducted for mobile ethics in student-generated activities. The aim of this research is to investigate the impact of mobile learning student-generated activities ethics in Malaysia. The methodology used in this research is largely qualitative with students from a local university in Malaysia. This novel study developed early themes that sign post factors for mobile ethics in student-generated activities in a Malaysian university context for STEM subjects.

Highlights

Many concerns have been raised about the ethics on using mobile technologies in the classroom [1, 11, 29]
Small scale studies help to overcome such tensions by developing culturally and educationally meaningful strategies for integrating mobile technologies into the practice of educational institutions. This paper presents such a study and seeks to contribute to creating awareness about mobile ethics in student-generated activities for STEM in higher education in Malaysia [11]
This study focuses on student attitudes towards educational ethics after the students created mobile learning activities in Sultan Idris Education University in Malaysia

Summary

Introduction

Many concerns have been raised about the ethics on using mobile technologies in the classroom [1, 11, 29]. As students increasingly own and use mobile devices, such as mobile phones, smart phones and tablets [21], educational institutions need to develop concepts and strategies for integrating the students’ mobile devices into their practice Such concepts and strategies require a good understanding of the teaching ethics related to mobile devices from the perspectives on all stakeholders in an institution. The national guidelines are partially motivated by the potential of mobile devices to interrupt class activities if these devices are unmanaged or their use lacks proper guidelines [4, 5] This situation creates a tension between the mobile-technology-rich experiences outside educational institutions and the mobile-technology-poor experiences on the inside. Such tension appears to contribute to a systemic misalignment of the students’ academic performances across subjects [31]

Objectives

Methods

Discussion

Conclusion