Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes

IF 8.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Katy Jordan, Christina Myers, Kalifa Damani, Phoebe Khagame, Albina Mumbi, Lydia Njuguna
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引用次数: 0

Abstract

The use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid-19 pandemic. Mobile phones often have high levels of ownership in low-income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data-heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy-focused initiative for primary-aged learners carried out in Kenya as part of the Tusome programme and through the SMS-based M-Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost-effective in comparison with educational technology interventions in similar contexts. The findings show that this low-connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low-connectivity contexts.

Practitioner notes

What is already known about this topic

  • Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low-connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes.
  • Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low-income contexts.
  • Software applications which adapt to the learners' level have shown good potential for gender-equitable learning outcomes in low-income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on.

What this paper adds

  • There is a lack of contextually relevant evidence of the impact of SMS-based mobile learning applications in low-resource and low-connectivity contexts upon learning outcomes.
  • Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS-based educational platform—M-Shule—can have a positive impact upon learning outcomes.
  • Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya.

Implications for practice and/or policy

  • Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low-connectivity environments.
  • Learning gains using M-Shule are evidenced as significant and relatively cost-effective.
  • Existing high-quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out-of-school or during periods of educational disruption.

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支持肯尼亚通过短信公平获取学习机会:对参与和学习成果的影响
近年来,使用短信进行教育的情况有所增加,最近在2019冠状病毒病大流行期间尤其受到关注。与电脑相比,在低收入环境中,手机的拥有率通常较高,而且对连接的要求也较低,这可以说是一种比数据量大的在线教学更公平的媒介。然而,鉴于性别可能是影响移动设备访问和使用的一个因素,从性别角度考虑教育应用也很重要,以避免进一步加剧数字鸿沟。在本文中,我们对服务器日志和评估数据进行了分析,这些数据与在肯尼亚开展的以识字为重点的小学年龄学习者倡议有关,该倡议是Tusome计划的一部分,并通过基于短信的M-Shule教育平台进行,该平台不需要互联网连接或智能手机即可运行。参与该平台的程度因国家性别和地点而异。数据还表明,无论学习者的性别和地点如何,这对学习成果都有积极影响。此外,与类似背景下的教育技术干预相比,学习收益显示出相对的成本效益。研究结果表明,这种低连通性适应模式对学习结果有积极影响。这是一种可扩展的方法,可为肯尼亚的一系列学习者提供支持,为有需要的学习者提供更多支持,并在总体上提高基础学习成果。因此,这些发现也将与其他低连通性环境高度相关。手机可以作为一种支持学习的手段,通过移动学习和短信,特别是在低连接环境中,尽管缺乏对学习结果影响的严格证据。在许多低收入环境中,手机设备拥有率往往高于电脑或有线互联网连接。适应学习者水平的软件应用程序在低收入背景下显示出性别平等学习结果的良好潜力;然而,除了要在电脑或平板电脑上运行外,这些通常还需要互联网连接。在低资源和低连接环境下,基于短信的移动学习应用程序对学习结果的影响缺乏与上下文相关的证据。通过对实验设计产生的数据进行分析,本研究提供了证据,证明通过基于短信的教育平台m - shule提供的识字材料可以对学习成果产生积极影响。此外,在肯尼亚,就学习者的性别和地点而言,收益是公平的。对实践和/或政策的影响在低连通性环境中,作为现有教育计划的一部分,移动电话可以成为接触学习者提供额外教育支持的有效方式。使用M-Shule的学习收益被证明是显著的,并且相对具有成本效益。在其他媒体上开发的现有高质量学习材料可以有效地适应SMS,以接触到学习者,特别是失学或在教育中断期间的学习者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
British Journal of Educational Technology
British Journal of Educational Technology EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
15.60
自引率
4.50%
发文量
111
期刊介绍: BJET is a primary source for academics and professionals in the fields of digital educational and training technology throughout the world. The Journal is published by Wiley on behalf of The British Educational Research Association (BERA). It publishes theoretical perspectives, methodological developments and high quality empirical research that demonstrate whether and how applications of instructional/educational technology systems, networks, tools and resources lead to improvements in formal and non-formal education at all levels, from early years through to higher, technical and vocational education, professional development and corporate training.
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