Computer Mediated Communication for Effective Teaching-Learning of Coastal Zone Management Module

From the International Journal of Education and Development Using ICT, Vol. 3, No. 1 (2007), this document on e-learning and mobile learning activities for coastal zone management (CZM) describes the use of asynchronous forums and mobile technology for communication. This paper recommends the blending of the pedagogical approach in CZM to support mobile learners because it adds more flexibility to the learning process.

The authors describe the CZM learning module as a collaborative environment for multiple interactions (tutor-students and students-students), unlike traditional classroom settings. It has two forums, one for content discussions on the module and one for technical issues concerning the module. The website of the virtual platform i-learn was put at the disposal of the students for them to access the study guide and related information about the module. Teleconference media allow audio conferencing. A photo gallery provides a virtual library. The module is continuously assessed based on reading, confirming peer opinions or adding value to discussion threads. Interaction and access is by either a computer or a mobile device such as a smart phone or personal digital assistant (PDA).

The authors examine the issue of adaptation in learning systems - whether the user can change the system to find the best methods of instruction for the student population. They find that the CZM system offers flexibility and autonomy, in part due to asynchronous communication - work done in the student timeframe was available on electronic record for other students and the teacher. There is an orientation session setting the cultural climate and introducing the technology and expectations, and then students are independent in accessing coursework. The students have a variety of options for the testing format. Statistics found that about half of the students participated in discussion forums. The authors found that weighting responses as to quality of content significantly raised the quality of content. They found that the inability to achieve learner-interface interaction could be a significant problem. However, video conferencing technology is not widely available. They propose that audio lecture capability of mobile devices might be a learner preference given the ease of use of mobile technology. They note that students rated highly the system of sending assignment and exam reminders by short message service (SMS) and email technology. However, the small screen size is a significant drawback to further use in the CZM course without significant re-engineering of courseware.