Abstract
The world has passed through different phases of technology enhanced learning ranging from distance learning to mobile learning, an extension of e-learning. Currently, attention is drawn towards location-aware, context-aware and ubiquitous learning systems. The slow pace of development in Nigeria has hindered technologically enhanced learning in institutions of higher learning. The purpose of this paper was to assess the status of mobile learning in institutions of higher learning in Nigeria. The study adopted a theoretical approach by reviewing the possibilities and applications of Mobile Learning System globally and in particular Nigeria. The review showed that despite the huge success stories that have been recorded in the application of mobile learning across the world, the situation is different in Nigeria - as the literature indicated little success in this direction. More specifically no evidence of application or adoption of mobile learning in Colleges of Education in Nigeria could be established from the literature. The study concluded that with the emergence of new learning systems, there is need to conduct an in-depth study, to ascertain the feasibility of developing a model for implementing mobile learning in Colleges of Education in Nigeria. DOI: 10.5901/mjss.2014.v5n16p289
Highlights
According to the Yaradua Foundation Report (2013) an estimated 26 million Nigerian youth have little access to tertiary education and the difficulty in sustaining education through traditional means in higher education institutions prevails (Adu, Eze, Salako & Eyangechi, 2013)
Colleges of Education have their peculiar learning environments and objectives but no effort has been made towards ascertaining the viability and possibly the adoption of mobile learning to address the problems that are hampering the effective attainment of their objectives
This study offers some insight into the state of ICT integration in Nigeria
Summary
According to the Yaradua Foundation Report (2013) an estimated 26 million Nigerian youth have little access to tertiary education and the difficulty in sustaining education through traditional means in higher education institutions prevails (Adu, Eze, Salako & Eyangechi, 2013). Clark and Ausukuya (2013) state that the needed human resources (teacher student ratio as high as 1:356 in some cases) are inadequate, indicating the inability of existing structures (classrooms, learning and human resources) to cope with the growing population through traditional learning practices. These problems cut across all tertiary institutions in Nigeria including Colleges of Education (Kwache, 2007)
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