LEARNING THEORY UNDERLYING MOBILE LEARNING

III. LEARNING THEORY UNDERLYING MOBILE LEARNING

Mobile learning development can be seen as a complex process that does not just perform the steps in instructional design model. To develop an effective mobile learning required foundations of learning theory. There are three main learning theories used as the basis for mobile learning (Jacob & Issac, 2008; Keskin & Metcalf, 2011;

Tus et al., 2012), namely, behaviorism, mobile devices that can motivate the cognitivism and constructivism.

students to provide comfort and build Behaviorism is psychological theory

knowledge. Application of constructivism in that sees individual flow over the side of a

mobile learning can be done through physical phenomenon and emphasizes

simulation, handheld games, virtual reality, feedback and reinforcement. The mobile

e‐book / guidance, interactive podcasting device can facilitate this when teachers and

and SMS, interactive mobile. students use the devices together (Jacob and

The three theories underlying learning Isaac, 2008). Furthermore, Smith & Ragan

mobile learning are of course only be (2005) states that in behaviorism, learning

effective when the learner and the teacher / occurs when learners have proven to obtain

instructor decides to involve themselves proper strengthening of the relationship

actively in the learning activities. The between a particular response and stimulus

challenge is how to see the readiness of the (Keskin & Metcalf, 2011). Added by Keskin &

user and the mobile device from the device Metcalf that behaviorism mobile learning can

application side, content and content

be seen in the delivery of information and providers to conform to the theory of content such as test, practices, quizzes,

learning.

listening‐speaking practice, as well as drill Mobile learning challenges that have and feedback: mobile response system

been outlined above implies the need for content delivery by text messages. This can

assessment of the readiness of the

be done through mobile learning application system, the look and the content applications such as sms, mms, voice

/ content providers, skills, attitudes of users, recorder mobile softwares and response

and social interaction in learning theories system: qwizdom, turning point response

include the meaningfulness of learning in the system tell me tech. (Searching).

learning culture. This problem was Cognitivism emphasis on concepts that

formulated into three main aspects in line are not observed, such as intellect, memory,

with the theory of Frame model (Koole, attitude, motivation, thoughts, reflections,

2009), namely: technical aspects, user and other internal processes (Allesi &

aspects and social aspects. Trollip, 2001). The focus of mobile learning in terms Cognitivism is more on the delivery

IV. FRAME MODEL OF MOBILE LEARNING

of information and content, such as the use The Framework for the Rational of multimedia learning (text, video, audio,

Analysis of Mobile Education (FRAME) animation, images) SMS, MMS, e‐Mail

describes mobile learning as a process Podcasting Mobile TV (Keskin & Metcalf,

resulting from the convergence of mobile 2011).

technology, the capacity of human learning, Constructivism holds that knowledge

and social interaction (Koole, 2009). FRAME is emerged by the development of the

models in this article is used as a reference concept and idea of the individual / learner

indicator of the readiness of the user current and past (Thus Spake et al., 2012;

identification, system applications and Keskin & Metcalf, 2011). Furthermore,

mobile learning Keskin & Metcalf (2011) states that

implementation and the development of constructivism focus on the adjustment or

vocational education in Indonesia which is dependency context and content, explore

based on a review of three aspects: technical cases and examples of problem‐solving and

aspects, user aspects and social aspects. decision‐making

The technical aspect (device aspect) represents a real context based information

applications,

and

which is translated as the technical aspects database

in this article focuses on the physical and interaction. Constructivism demands rich

functional components of mobile devices, media resources, simulation and virtual

namely, through the media where learners environments (Jacob and Isaac, 2008).

can interact and provide physical and Learning simulation, visualization, and game

psychological comfort level of the learners environments can be provided through

(Kenny et al., 2009). According Koole (2009), (Kenny et al., 2009). According Koole (2009),

Aspects of the user (learner aspect) or translated as user aspects in this article is focused on the cognitive abilities of learners and prior knowledge to succeed in a particular context (Kenny et al., 2009). In addition to taking into account the cognitive abilities, previous knowledge, it is important to take into memory, knowledge transfer, learning by discovery, emotion, and motivation (Koole, 2009). This indicates some Learner aspect emphasis particularly on the transfer of knowledge and motivation, but according to the author prior to the transfer of knowledge, it should consider the possibility of cognitive abilities and motivations towards learning mobile learning. Cognitive ability and motivation will be greatly determined by tripatrit attitude toward mobile learning, namely (a) cognitive components, which are the response perception and oral statements embodied by two convictions of ease of use and usefulness, (b) the affective component of the response of the sympathetic nervous and oral statements of feelings and soft emotion manifested in attitudes towards the user, and (c) component behavior which is implemented with the intention/desire to the user, (Fishbein & Ajzen, 1975; Davis et al., 1989) to mobile learning.

The social aspect (social aspect) refers to the process of social interaction and cooperation or collaboration (Koole, 2009). More broadly, Kearney et al. (2012) stated that this aspect referred primarily to improve collaboration, information access and more contextualization in learning. Social aspects in the frame of this model are important to provide an understanding of the socio‐cultural pedagogy mobile related. According Trudge (1990) quoted from Kearney et al. (2012) stated that the collaboration in social and cultural theory was often stressed in terms of learning interaction with peers who were more capable or adults, and there was an emphasis pedagogical as a crutch.

Aside from these three aspects mentioned above, setting up mobile learning needs to consider the acceptability of the technology to understand the behavior or attitude of users in line with the results of research Nuraihan & Walid (2014) which recommended the need to understand and investigate further the important reception factors of mobile technology learning by students. Acceptance factors of this technology will be adapted to some key elements of the three aspects of the FRAME model.