Preferred knowledge formats in mobile learning in Namibian public universities: a students’ perspective

Abstract

Purpose The aim of this study is to identify the various knowledge formats suitable for mobile learning in Namibian public universities. Design/methodology/approach Taking a qualitative design, data were collected through focus group interviews of students in two public universities in Namibia. Findings Results suggest that students consume knowledge in various formats, with videos the most preferred format. Furthermore, the results demonstrate that students’ preferences are shaped by various factors such as costs and quantity of information. Research limitations/implications The study was limited to two public Namibian universities. This limited scope, as well as its qualitative nature, means that findings cannot be arbitrarily generalized to other contexts but cardinal as a source of insight in contextually similar environments. Practical implications The findings reveal that teachers should be cognizant of the preferred knowledge formats for mobile learning to achieve its full potential in terms of effective teaching and learning. Therefore, teachers should package learning information for mobile learning in line with learners’ characteristics and preferences. Originality/value There is scant information on knowledge formats suitable for mobile learning. Consequently, this study contributes to the nascent body of knowledge on this important issue. Furthermore, although mobile learning uptake is on the ascendancy in Africa, to the best of our knowledge, no study of this nature has been undertaken in this context thereby leaving knowledge gaps for designers, researchers and practitioners in mobile learning.