Abstract
The growing availability of mobile devices across developing countries and coupled with increase awareness of mobile learning as well as the use of mobile devices for laboratory practical warrant the exploration of its wider application in learning. This study explored the factors that contribute to the successful implementation of mobile virtual laboratory in a developing country. A Nigerian higher institution was selected because of its peculiar location in a rural area and was important in the evaluation of the Internet penetration in rural areas of Nigeria for m-Learning. A designed questionnaire for need analysis was distributed to 132 consented participants and the resulting data were analysed using SPSS-21. The study shows that the term mobile learning was not too new to majority of the learners as (44.7%) indicated that they had heard about it. However majority of the respondents (78.8%) had never heard about Mobile Virtual Laboratories. MTN data plan was mostly used for Internet because of its N1000 (5 US dollars) data plan. Again, majority of the respondents used Blackberry (57%) and Android phones (32%). Based on the findings in this study, the network, data plan, device type and learners awareness were important factors characterising the needs and choices of learners. Overall, uptake of mobile learning will be easy and enhanced if determinants of learners needs and choice as identified in this study are considered in the implementation of mobile virtual laboratory in a developing country.
Highlights
Ubiquitous technologies are making it possible for learners not to be bound in fixed classrooms for learning purposes
This institution was selected because it is located in a rural area and this requirement was important in the evaluation of the Internet penetration in rural areas of Nigeria for m-Learning
This indicates that students already have the necessary phone capabilities to support mobile learning, which is in line with the statistics made available by Nigerian Communication Commission (NCC) (2014), which indicated that the mobile tele-density in Nigeria was 92.42%
Summary
Ubiquitous technologies are making it possible for learners not to be bound in fixed classrooms for learning purposes. Such “anytime”, “anywhere” computing platforms have ignited a paradigm shift from e-learning models to m-learning models (Luis de Marcos et al, 2006). A view earlier expressed by Brown (2005) emphasized that m-learning is elearning which uses mobile devices to deliver learning. It is evident from the various definitions that m-learning is a form of e-learning which takes place at anytime in any place using mobile devices
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