A Synchronous Collaborative Service Oriented Mobile Learning Architecture (SCSOMLA)
Charles Wamuti, Stephen Kimani, Michael Kimwele
Service Oriented Architecture, Collaboration, Pedagogy, Mobile Learning, Business Process Engineering, Object Orientation, Conversation analysis.
Despite the growth of mobile learning and advantages offered, such as portability, social interactivity, context sensitivity, convenience, inclusive and non-discriminatory, independence data collected showed that there is low use of such mobile learning systems. Investigation, on mobile learning sought the participation of users and availability of users, the mimicability of the class room, and the various implementations in institutions and attempts at synchronous collaboration in existing Mobile Learning based infrastructure. As seen in the research, the social aspect of smart mobile phones has not been leveraged to be incorporated in mobile learning infrastructure, where a class is seen as a social place. Mobile Learning has not allowed a collaborative (part of the social constructivism theory) approach to users of these technologies which have focused on technology other than the fundamental of teaching – collaborative pedagogy. Options that would enable group collaboration would be necessary to increase the quality of service for those teaching and learning in a mobile environment. With this lack of environmental feel, and exposing the services that are offered in the teaching business, service oriented architecture, a mature technology, was applied due to its seamless integration to business processes. Research explored; what standards have been proposed regarding Service Oriented Architecture (S.O.A. and M-Learning, how has time-based collaboration been archived in other m-learning systems and how can time-based collaboration, S.O.A. and M-Learning be wrapped around? An architecture based on the intersection of time-based collaboration, S.O.A., and M-Learning, then was designed and evaluated. Results of a user study comparing a mobile learning system integrated social collaborative pedagogical features suggest that an enhanced social presence was achieved where users worked together similar to a conventional classroom.
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