Reflective practices to explore postgraduate students learning experience in mobile learning platform

• Main Authors: Thiagraj, Malini, Abdul Karim, Abdul Malek
• Format: Article
• Language: English
• Published: Penerbit UTM Press 2020
• Subjects: LB2300 Higher Education
• Online Access: http://repo.uum.edu.my/27910/1/SH%2012%203%202020%2045%2052.pdf; http://repo.uum.edu.my/27910/; http://doi.org/10.11113/sh.v12n3.1705

Mobile Learning (M-learning) has great potential to be an effective learning tool in creating meaningful learning experiences. The purpose of this study is to explore postgraduate students M-learning experiences in Massive Open Online Courses (MOOCs) platform. Reflective practice is used to measure the students M-learning experience based on mobile-based task-centered activity. This study is qualitative in nature employed thematic analysis method. Therefore, 34 postgraduate students from a public university in Malaysia were selected for this purposive sampling. The postgraduate students were initially introduced to M-learning course content in FutureLearn platform followed by reflective practices. Pre-reflective practice happened before students are enlisted into the M-learning process, During-reflective process in FutureLearn platform and Post-reflective upon completion of task-centered activity. The findings revealed that majority of these students were unsure of M-learning platform during the pre-reflective stage. This is due to lack of prior knowledge and experience in M-learning platform using mobile devices as real time hindered the students from exploring. However, most of them progress to gained positive M-learning experiences as their able to monitoring and self-evaluate their own learning development throughout this learning process and completed the task-centered activity successfully. Therefore, the reflective approach practice has given students insight on their meaningful learning experience and their own learning capabilities.