Mobile learning stimulus in Nigeria

Mohammed B Yakubu,Abba Hassan,Kabiru I Musa,A Y Gital,Aminu Ahmad

doi:10.18844/gjit.v8i3.4049

Abstract

Nowadays, the application or acceptance of mobile learning in teaching and conducting research and other academic activities have been successful in developed and some developing countries of the world and have proven to be more efficient than the customary learning systems. Most of students and academia in these developed nations have embraced mobile technology because of its simplicity, flexibility and also provide opportunity for students and academia to collaborate with one another irrespective of their geographical location for research purposes. Few literatures suggest that the level of technology acceptance in the country is still very low compared to other parts of European and some Asian countries. However, findings of the quantitative analysis and collected works have also shown that students and academia hesitant to embrace mobile computing technology is one of the most significant factors that affect the level of mobile learning in most African countries. Keywords: Mobile learning, digital natives, autodidact, e-learning.

Highlights

Owing to progression in mobile technology and their increasing affordability, mobile devices have become most ubiquitous piece of technology in the world, creating a new paradigm on how people transact (Abba, Sadiq & Bulama, 2015c)
Mobile learning has different meanings for different communities, covering a range of use scenarios, including e-learning, educational technology and distance education, which focuses on learning with mobile devices
Lecturers are worried about distraction whereas the study shown that students were already exposed to using mobile devices for learning, as shown in Figures 1 and 2

Summary

Introduction

Owing to progression in mobile technology and their increasing affordability, mobile devices have become most ubiquitous piece of technology in the world, creating a new paradigm on how people transact (Abba, Sadiq & Bulama, 2015c). Rapid trend in capacities of mobile technology has enabled users to perform different and multiple tasks on a device; almost everything In spite of this advancement in mobile technology, all Nigerian higher institutions of learning prohibit the use of mobile learning. Nigerian education sector must rethink current pedagogical strategies; one potential way is to incorporate mobile learning towards meeting the needs of both students and higher institutions in the digital age. By shifting paradigms, it will benefit students by increasing achievement and learning outcomes, as well as higher institutions by helping them remain competitive with alternative educational outlets

Bridging the digital gap—digital natives versus digital immigrants

Potential challenges

Lifelong learning

Findings

Conclusion