Adopting Mobile Learning in Tertiary Environments: Instructional, Curricular and Organizational Matters

Boris Handal,Jean Macnish,Peter Petocz

doi:10.3390/educsci3040359

Boris Handal, Jean Macnish + Show 1 more

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https://doi.org/10.3390/educsci3040359

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Abstract

This qualitative study looked at the instructional, curricular and organizational factors impacting on the adoption of mobile learning in a higher education institution. Academics expressed their views on a variety of educational issues likely to enhance or hinder the effectiveness of the innovation. Teachers requested more professional development in a number of key areas including the integration of the technology into teaching and learning. Likewise, resolving vital issues such as workload, equity to access and effective policy making were seen as key to successful adoption. Technical issues such as having good wireless connectivity, need for efficient technical support, access to mobile devices and an understanding of their operational limitations with respect to desk/laptops were also highlighted. The study revealed a number of alternative perceptions and misconceptions, about articulating effective mobile learning pedagogies. For instance, staff expressed concerns about the risk of exposing students to superficial learning when mobile learning experiences were not well designed, the prospect that the devices might distract students from learning, as well as a possible deterioration of the quality of interaction between academics and students. Recommendations to reconcile those alternative conceptions with best practice principles are outlined.

Highlights

The purpose of this study was to explore academics’ perceptions about potentialities and constraints of mobile devices in teaching and learning within a tertiary education context
The findings revealed that academic staff are modally positioned at the third of the Russell’s six developmental phases of mobile learning (ML) adoption: Understanding and application of the process
This study allowed unraveling instructional, curricular and organizational issues underlying the adoption of mobile learning in higher education

Summary

Introduction

The purpose of this study was to explore academics’ perceptions about potentialities and constraints of mobile devices in teaching and learning within a tertiary education context. The quantitative findings reported elsewhere [1] examined the degree of adoption of ML among academics Such quantitative study sought to characterize the direction and magnitude of academics’ perceptions about possibilities and constraints in the adoption of mobile learning technologies. The findings revealed that academic staff are modally positioned at the third of the Russell’s six developmental phases of ML adoption: Understanding and application of the process This continuum ranges from Awareness to Creative application to new contexts [29]. In regard to their perceptions about the potential of ML devices in teaching and learning, academics are of the opinion that ML tools are effective to promote autonomous learning.

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