Abstract
Despite improvements in educational
indicators, such as enrolment, significant challenges remain with regard to the
delivery of quality education in developing countries, particularly in rural
and remote regions. In the attempt to find viable solutions to these
challenges, much hope has been placed in new information and communication
technologies (ICTs), mobile phones being one example. This article reviews the
evidence of the role of mobile phone-facilitated meaning in contributing to
improved educational outcomes in the developing countries of Asia by exploring
the results of six mLearning pilot projects that took place in the Philippines,
Mongolia, Thailand, India, and Bangladesh. In particular, this article examines
the extent to which the use of mobile phones helped to improve educational
outcomes in two specific ways: 1) in improving access to education, and 2) in
promoting new learning. Analysis of the projects indicates that while
there is important evidence of mobile phones facilitating increased access,
much less evidence exists as to how mobiles promote new learning.
TABLE OF CONTENT:
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
1.2
Statement of the Research Problem
1.3
Objectives of the Study
1.4
Significance of the Study
1.5 Research
Questions
1.6 Research
Hypothesis
1.7
Conceptual and Operational Definition
1.8
Assumptions
1.9
Limitations of the Study
CHAPTER TWO
LITERATURE REVIEW
2.1 Sources
of Literature
2.2 The
Review
2.3 Summary
of Literature Review
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research
Method
3.2 Research
Design
3.3 Research
Sample
3.4
Measuring Instrument
3.5 Data
Collection
3.6 Data
Analysis
3.7 Expected
Result
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
4.1 Data
Analysis
4.2 Results
4.3
Discussion
CHAPTER FIVE
SUMMARY AND RECOMMENDATIONS
5.1 Summary
5.2
Recommendations for Further Study
Bibliography
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