A sustainable and economical solution to learning: Using mobile technology to enhance learning transfer

• In Event: Critical pedagogy and curriculum

Proposal

Relevance

The United Nations and the international community have recognized a need to improve and sustain student-learning outcomes in all marginalized communities globally. Research in educational leadership has established that school leaders play a key role in improving student achievement (Marzano et al., 2005). Furthermore, researchers have demonstrated that training the school leadership team is fundamental to improving learning and transferring knowledge (Grissom & Harrington, 2010; Leithwood et al., 2004; Swaffield et al., 2013). Currently there is a lack of leadership training aimed to improve the school leadership teams in Africa, especially in West Africa (Bush et al., 2011). In Africa despite the millions of dollars spent on aid for education, there is a lack of evidence-based outcomes, suggesting the financial support received did not produce sustainable results in the quality of education (UNESCO, 2015). This demonstrates, in part, the lack of emphasis that governments, policy makers, educators, facilitators and trainers have placed on the concept of learning transfer (Awoniyi et al., 2002). Learning transfer is the primary objective of teaching, yet it is the most challenging goal to reach (Foley & Kaiser, 2013; Furman & Sibthorp, 2013). Using the conceptual framework of learning transfer and the theory that underpins it, this study seeks to examine if and how the use of mobile technology enhances learning transfer and sustainability among school leaders in low-fee private schools (LFPSs) in Ghana. Currently there is a paucity of recent research on the efficacy of adult learning transfer in the African context, particularly in West Africa, and little research on the use of technology as a possible way to enhance transfer. This study is applicable to all areas facing similar economic and cultural problems as Ghana.
Research Question
This paper is part of a larger study, which sought to explore how, if at all, proprietors and head teachers of LFPs were able to transfer to their schools the newly acquired knowledge after attending a three-day leadership training in Burkina Faso and Ghana. A qualitative approach was used to gather evidence to develop policy as opposed to emotions in this post-truth era. Here, I report the findings of the following research question: How, if at all, does the use of mobile technology after a leadership training in Ghana enhance learning transfer?
Research Designs and Methods

This study seeks to examine if, and how, the use of mobile technology after a leadership training in Ghana enhances learning transfer. To consider this premise this qualitative exploratory study utilized a case study approach (Yin, 2014). This research design relied on a purposive criterion and a convenience sampling of three proprietors and three head teachers of LFPSs. All schools were located in Kumasi, Ghana. Data were collected through an informal meeting, site visits before and after the training, in-depth interviews with schools’ proprietors and head teachers three months after the training and the analysis of documents such as WhatsApp logs. All digital recordings were transcribed verbatim and coded for recurring themes. The video clips and messages posted on the WhatsApp platform along with the WhatsApp log and the researcher’s field notes were analyzed using two cycles of coding. Qualitative research memos and the researcher’s journal as well as triangulation and member checking ensure the credibility and trustworthiness of the analysis.
Findings

The study participants unanimously stated that the WhatsApp intervention was helpful to transfer new knowledge after the training for several reasons. They commented that it allowed them to learn from each other, and it reminded them of the training, its content, and the School Improvement Plans. The intervention also encouraged and motivated the participants to put into action what they had learned during the training.

Network and Peer Learning
The use of WhatsApp allowed the workshop participants to share information and “encouraged those who were not responding to questions to answer.”

Reminder, Peer Pressure, Motivation and Encouragement
All leaders suggested that being active on the WhatsApp platform was motivating because of the peer pressure. When leaders saw pictures on the phone of what colleagues improved in their schools, they would be inclined to do the same and share their progress on the platform.

WhatsApp Beyond the Training
After this intervention, all participants stated that WhatsApp should be used for all trainings. The data indicated that participants perceived WhatsApp as being a useful tool to enhance the transfer of learning because it enabled them to learn from each other, reminded them of the workshop and of their school improvement plans and encouraged them in general.
Contribution
Evidence shows that the mobile text messaging intervention was valued by the Ghanaian school leaders and contributed to transferring new knowledge to the schools post training. The use of WhatsApp helped the participants because it motivated them, encouraged them and it reminded them of the knowledge acquired during the training. The WhatsApp group also offered the participants networking opportunities. In addition, the mobile intervention allowed participants to learn vicariously by observing and reading the messages and photos posted on the platform. Networking opportunities enhanced by peer pressure from observing each other’s progress assisted participants to transfer new knowledge.
The findings of this study indicated that the use of mobile technology intervention post training such as WhatsApp could prevent training relapse in which trainees lose their motivation and/or the knowledge hindering the transfer of learning. Platforms such as WhatsApp allow for a higher level of interaction and follow up for locations otherwise not easily accessible to trainers and participants. Such platforms could increase the access to formal and informal educational opportunities for everyone in marginalized communities. This study also demonstrated that WhatsApp is one way to provide sustainable and economical follow up after a training program. The findings from this study provide a tentative Model of Learning Transfer that aim to sustain all educational efforts including social, economic, peace and security development efforts.

Author

• Corinne Brion, University of Dayton