Date of Award
Fall 10-2011
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. John Henschke
Second Advisor
Dr. Susan K. Isenberg
Third Advisor
David H. Arns
Abstract
Texting-based learning courses may be the next technology advancement in higher education institutions. This study investigated the efficiency of the process of texting to conduct college and university level courses using a cell phone or smartphone. The innovative research of existing technology on the cell phone and texting, also known as short messaging service (SMS), established a way to reach the underserved students or geographically remotely located students or students preferring texting-based learning to traditional or online courses. Andragogy, the theory of adult learning, and the learning contract using KUSAVI, an acronym, for knowledge, understanding, skills, attitudes, values, and interest created the self-directed basis for the texting-based learning experience among university students. A new instructional method developed for the texting-based learning study included standardized texting abbreviations. A new instructional delivery mode developed when using texting-based learning (SMS). Andragogues are researchers and facilitators of learning in higher education settings. This qualitative research study transpired during the summer semester at a Midwestern university in the United States. The researcher triangulated the study with the focus groups‘ transcripts, the actual texting messages, and the researcher‘s participation as the texting-based learning contract facilitator to provide analysis validity. Study participants from the university‘s school of business and entrepreneurial studies found texting-based learning convenient, efficient, and allowed for learning a wide range of topics and courses. The researcher did not iii allow texting or phone calling while participants were driving or operating machinery, in order to maintain the safety of the participants and others. Results of the analysis concluded that texting-based learning might have a slight impact on the student‘s efficiency while preparing formal written papers. However, the advantages outweigh the impact when considering the courses are accessible to the underserved students. Advantages to the universities are potential reduced information technology staff for online learning, reduced facilities for traditional learning and increased enrollment associated with easier access to courses. Andragogues using the principles of self-directed learning coupled with texting technology have created a major advancement toward reaching the underserved student and those students preferring the efficiency of texting-based learning courses.
Recommended Citation
Talbott, Janet K., "Applying Andragogical Principles to Texting-Based Learning (Short Message Service–SMS) in Higher Education" (2011). Dissertations. 508.
https://digitalcommons.lindenwood.edu/dissertations/508
Rights
Copyright 2011