Quasi-experimental study: Generational (Y, X, & Boomer) reactions and learning effectiveness of asynchronous, mobile-based online learning versus asynchronous, computer-based online learning

Today, mobile devices are being used to deliver learning to students. However, there is no research to determine if learning is as effective as computer-based online learning. The purpose of this quantitative study was to investigate whether and to what extent asynchronous mobile device learning (m-learning), compared to asynchronous computer-based e-learning, can improve (Level 1) learner reaction/satisfaction among Y, X, and Boomer generations and increase (Level 2) learning effectiveness. Participants completed a module of an online course. For reaction/satisfaction data, a postsurvey instrument was administered online and for effectiveness data, participants completed pre- and posttests. Study results showed that there was an increase in mean scores of actual learning for both e-learning (10.70) and m-learning (13.20) with m-learning showing the largest mean score gain; however, the mean score results demonstrated statistically no significant differences between e-learning and m-learning groups in overall learning. The significance of this study lies in the fact that mean scores improved for actual learning for both e-learning and m-learning along with some significant correlations between Generation Y/Millenials generations regarding enjoyment of mobile technology for learning; however the data failed to demonstrate statistically significant differences, likely due to the small sample size. This study enhances the understanding of mobile learning and the potential increase in cross-generational use of mobile delivery more frequently for a global workforce of an estimated 8 billion devices by 2016 and as an original inquiry this study contributes to the body of knowledge regarding the satisfaction and efficacy of mobile learning.