Mobile Learning Initiatives Research Articles

EFL Undergraduate Learners’ Experience on the Use of Mobile Applications for Independent Language Learning

This study analyzed Chinese university EFL learners' experiences with mobile apps for self-directed English learning. Surveying 199 English majors and interviewing 8, it found that students utilize apps for skill enhancement and exam prep, perceiving them as useful, albeit with varying degrees of effectiveness. Insights suggest fostering mobile learning initiatives and reforming university English pedagogy, enabling students to leverage personal experiences for learning gains and teachers to tailor teaching based on student feedback.

Enhancing Village Management and Governance Through Mobile Learning Initiatives

The Institute for Rural Advancement (INFRA), under the Ministry of Rural and Regional Development (KKDW), conducted a comprehensive outcome assessment of its mobile learning programme. This evaluation aligned with the TVET principle of practical, hands-on training, emphasizing real-world applications crucial for rural management. The study aimed to assess the programme's impact on enhancing participants' skills and knowledge in village management, including governance, financial management, and file system management. Quantitative survey was used to collect data from 219 trained participants. The results showed significant improvements in village management practices, with high effectiveness ratings across all dimensions. File management skills, demonstrated a strong acceptance of organized filing systems and improved administrative capacity. The findings also revealed notable improvements in village leadership, attributed to the programme's focus on community engagement and practical field experiences. By aligning its mobile learning programme with TVET's practical training pillar, INFRA has established itself as a leader in integrating TVET principles into rural management. This research offers valuable insights for policymakers and practitioners in designing effective rural development initiatives and enhancing village governance through targeted mobile learning programmes.

Bridging the Skills Gap: Integrating Mobile Learning in Adult Basic Education and Training for Enhanced Employability in South Africa

South Africa experiences high levels of unemployment, and, among other reasons, this is perpetuated by a lack of skills development and training for adult learners in the Adult Basic Education and Training (ABET) sector. To alleviate poverty and unemployment, adult learners need skills development and training to use mobile devices to learn conveniently. Mobile learning (m-learning) is a form of distance learning and a subset of e-learning and flexible learning. It has significance for the development of individual adult learners and countries. Consequently, this research study aimed to explore the effectiveness of skills development for adult learners in the ABET sector in South Africa and was supported by the theoretical framework of Andragogy. It also used the constructivist paradigm, followed by the qualitative research approach, and data collection methods included focus group interviews. The research findings indicate that skills development and training are desired in the ABET sector and that m-learning could be of greater use as an alternative approach to teaching and learning for adult learners. Based on the findings, the authors recommend integrating practical skills development into ABET programs and expanding mobile learning initiatives for effective mobile learning.

Integration of Mobile Learning Technologies in Afghanistan Universities: Opportunities and Challenges

This study investigates the adoption and integration of mobile learning technologies in Afghanistan universities, aiming to assess the current status, challenges, opportunities, and perceptions surrounding mobile learning initiatives in these institutions. The research employed a quantitative approach, utilizing surveys distributed via Google Forms to gather data from stakeholders. A sample size of 200 students and educators across various disciplines and geographical locations within Afghanistan universities was utilized. The results section presents various findings, including gender distribution among students, reliability and validity measures of study aspects, adoption rates of mobile learning technologies, perception of infrastructure availability, extent of existing initiatives, integration into the curriculum, satisfaction with accessibility, and perception of effectiveness and accessibility. Noteworthy results include equitable gender representation in enrollment, robust reliability and validity measures, higher adoption rates of mobile learning technologies among female respondents, positive perceptions of infrastructure availability and existing initiatives, moderate integration into the curriculum, and generally satisfactory accessibility. However, disparities exist in the perception of effectiveness and accessibility between genders, highlighting areas for improvement. In conclusion, the study provides valuable insights into the current landscape of mobile learning in Afghan public universities, underscoring the importance of addressing gender disparities and technological barriers to further enhance educational outcomes. Recommendations for future research and implications for stakeholders are discussed, emphasizing the need for gender-sensitive approaches and targeted interventions to maximize the potential of mobile learning technologies in advancing higher education in Afghanistan.

Learning from ‘failures’ in the development of mobile and technology-enhanced learning initiatives

Mobile and digital technologies can support learning experiences outside of the traditional classroom contexts and provide opportunities for collaborative elearning initiatives. Following design-based research (DBR) principles, curriculum developers face challenges in building mobile learning opportunities that are fit for purpose, adequately supported, and embraced by instructors and students alike. However, published accounts of mobile and technology-enhanced learning initiatives are currently largely restricted to ‘successes’ and lack descriptions of the processes and challenges involved in development. Critical factors for success – derived from accounts of ‘failed’ projects – may also be useful to guide the planning of initiatives in development. I present here potential steps towards a guiding framework for mobile and technology-enhanced learning developers that incorporates both an appraisal of these critical success factors within the context of a developing initiative and the instructive value of ‘productive failure’.

Mobile learning adoption continuance: role of locus of control on its determinants

Purpose This study aims to investigate the factors affecting (i.e. determinants) the continuance of mobile learning adoption in an informal setting among higher education learners from a rural region in the Philippines. It assesses the extent of the determinants of mobile learning adoption continuance and their interrelationships and the role of a personality trait (e.g. locus of control) on its determinants. Design/methodology/approach This study used a rigorous literature review method that led to a mobile learning adoption continuance model. This proposed model analyzed the perceptions of higher education learners’ experiences on mobile learning adoption during the COVID-19 pandemic (i.e. informal setting). The data collection was self-administered using an online survey from a convenience sample size of 434 using adapted questionnaire instruments. The study used factor analysis by using a structural package for social sciences (SPSS) and analysis of the moment of the structure. The effect sizes of the direct effect, simple and serial mediation and interaction effects in a path model were analyzed by using user-defined estimand and orthogonalized approaches. Findings The findings indicate that the effect of perceived security risks along with perceived functional benefit and learner value affect the mobile learning adoption continuance. The perceived learner value mediates the perceived functional benefit relationship on mobile learning adoption continuance. Perceived security risk indirectly affects mobile learning adoption continuance through perceived functional benefit and learner value. In addition to this, the internal locus of control strengthens the positive relationship between perceived functional benefit and mobile learning adoption continuance. However, it dampens the positive relationship of perceived learner value. Originality/value The study provides an essential foundation on the mobile learning adoption model that focuses on its continuance. This model integrated perceived security risks, functional benefits and learner value aspects of continuance intention that higher education institutions may consider in their mobile learning initiative. It further provides evidence to intensify the important moderating role of locus of control that intervenes on the determinants of mobile learning adoption continuance.

Mobile Service Delivery Mechanism in Smart Education: Conceptual Framework

Higher education institutions around the world have invested heavily in ICT development to enhance teaching and learning processes and also to meet the needs of students in improving knowledge. As mobile learning has been successful and wider use in developed countries such as Finland, Korea, Japan and so on, so many of higher education institutions in developing countries such as Malaysia have embarked on several mobile learning initiatives to support their traditional learning mods. The objective of this paper is to build a conceptual framework of m-learning involving the integration of current practices, benefits and challenges to know their effectiveness in ensuring the quality of teaching and learning. In addition, the proposed framework focuses on case studies for the service delivery mechanism in smart education at four of the nine branches of Kolej Universiti Poly-Tech MARA (KUPTM) / Kolej Poly-Tech MARA (KPTM) in the context of private higher education institutions in Malaysia. This framework will help students, lecturers and administrators in higher education to tailor educational resources from their mobile devices that can be used anytime and anywhere.

Teacher practices during Year 4 of a one‐to‐one mobile learning initiative

AbstractThis study examines the ways in which all nine middle school teachers in a private school for boys in the United States integrated mobile devices with content and pedagogy 4 years into the implementation of a one‐to‐one initiative. It also examines teacher perceptions of the benefits and challenges related to the implementation of mobile devices in real classroom contexts. Data were collected from multiple sources including teacher lesson plans, classroom observations, and interviews. Data collection and analysis were situated in the framework of Technological Pedagogical Content Knowledge (TPACK), which is used to examine teacher knowledge and observed evidence of TPACK during classroom instruction. Results indicated that teachers were able to draw connections among mobile devices, content, and pedagogy to support student experiences. Results, however, indicated variability in teacher practice and pointed to the important role of continuous professional learning. Findings have implications for researchers and practitioners involved in the design and implementation of one‐to‐one initiatives.

Development of mobile learning application based on consideration of human factors in Oman

Mobile learning is becoming increasingly universal, which highlights the potential need for mobile learning strategies that support higher education institutions to navigate increasing globalisation and rapid technology change. Several higher education institutions already support their traditional learning modes with diverse mobile learning initiatives. In line with this trend, this paper emphasises the importance of considering human factors when developing mobile learning applications. It demonstrates and discusses the results of a study of twenty-three different higher education providers in Oman, with three scenarios involving administrators, instructors and students. Ultimately, the article proposes a MobiLearn framework to enhance the learning process in the current education system through the application of six human factors: flexibility, suitability, sociability, efficiency, enjoyment, and economics. The study is part of an Omani-funded research project, investigating the development, adoption and dissemination of M-learning in Oman.

Using design-based research to develop a Mobile Learning Framework for Assessment Feedback

Students’ lack of engagement with their assessment feedback and the lack of dialogue and communication for feedback are some of the issues that affect educational institutions. Despite the affordance that mobile technologies could bring in terms of assessment feedback, research in this area is scarce. The main obstacle for research on mobile learning assessment feedback is the lack of a cohesive and unified mobile learning framework. This paper thus presents a Mobile Learning Framework for Assessment Feedback (MLFAF), developed using a design-based research approach. The framework emerged from the observation of, and reflection upon, the different stages of a research project that investigated the use of a mobile web application for summative and formative assessment feedback. MLFAF can be used as a foundation to study the requirements when developing and implementing wide-scale mobile learning initiatives that underpin longitudinal practices, as opposed to short-term practices. The paper also provides design considerations and implementation guidelines for the use of mobile technology in assessment feedback to increase student engagement and foster dialogic feedback communication channels.

ICTS AND EDUCATIONAL DEVELOPMENT: THE UTILIZATION OF MOBILE PHONES IN DISTANCE EDUCATION IN NIGERIA

The demand for education in Africa has been on the increase. Thus, there is the need to identify more affordable ways of improving access to learning. For many decades, Open and Distance Education mediated by ICTs has been used to improve access to education. But in developing countries ICTS have been full of challenges of cost, and lack of appropriate infrastructure creating the notion of “digital divide”. At the same time, we are now witnessing an unprecedented explosion in the number of mobile telephones globally, and in Nigeria. This technology, which is arguably the commonest means of communication, could play a pivotal role in extending the possibilities for teaching, learning, and research in distance educational institutions. Numerous studies have shown success stories of mobile learning in the developed world. This paper makes a case for implementing mobile learning in Nigeria by showing a number of successful Mobile Learning initiatives. The study also identified challenges that need to be addressed in order to sustain and succeed in the implementation of mobile learning in Nigeria.

Mobile learning in the Asia-Pacific region:

Higher education institutions and government departments in the Asia-Pacific region have invested significantly in technological innovation to enhance educational delivery and redress inequality in access to formal education. As a result of the fast-paced growth of mobile adoption and mobile internet access in these regions, universities are able to leverage the affordances of mobile devices to offer greater flexibility to students. Despite the emphasis on enhancing technological capacity, there remains significant challenges to the effective adoption of strategies to integrate mobile technologies in learning and teaching. This article briefly explores 12 projects undertaken at different universities across nine countries. The projects were selected from 28 chapters submitted to an edited book on supporting the implementation of sustainable mobile learning initiatives in the Asia-Pacific region. The motivation and aims of each of the projects are compared and the primary challenges are explored at four levels of institutional stakeholders.

Pre-University English as Second Language (ESL) Learners’ Attitude towards Mobile Learning

Despite computer technologies, mobile technologies are also seen to have proven as potential tools in increasing the learning of language. The fast growth of new generation of mobile technologies has increased the great potential of effective English language learning especially among the pre-university English as Second Language (ESL) learners. This demands the needs for higher education institutions to change over their approach to meet new technological advances and educational challenges. However, since the success of mobile learning depends upon ESL learners’ acceptance of the technology, their acceptance should be a key concern for administrators and educators when are considering the implementation of mobile learning. Thus, this study investigates pre-university ESL learners’ attitude towards mobile learning for the purpose of learning ESL. Data are collected from 378 semester one students from four polytechnics in Malaysia and are analysed using descriptive statistics. The findings of the study are hoped to provide polytechnic administrators a means to make effective fiscal and educational decisions regarding mobile learning and to ensure the fiscal and pedagogical success of a mobile learning initiative in a globally competitive environment.

How Do Students Use Their Mobile Devices to Support Learning? A Case Study from an Australian Regional University

Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device'(BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.

Critical Success Factors in M-Learning: A Socio-Technical Perspective

Educational institutions around the world increasingly view mobile technology as an effective platform for educating a new generation of students. Unfortunately, educational institutions often fail to achieve substantial results with their mobile-learning initiatives. Studies on m-learning have produced several recommendations about how to improve of its success. These recommendations cover a set of factors limited to people, technology, and pedagogy. This qualitative case study adopts a broader socio-technical perspective on m-learning and produces an extended list of critical success factors in m-learning. These factors fall into organization, people, pedagogy, and technology domains. I used the Abilene Christian University as the site for this study. Additional critical success factors I uncovered include executive involvement, resource allocation, technology injection, supporting creation of mlearning content and applications, technological pluralism, championship, infrastructure development, pedagogical freedom, collaboration, continuous learning and improvement, and external recognition.

Shorter Is Better: Findings of a Bite-Size Mobile Learning’ Pilot Project

Affordances of contemporary communications technology challenge the unquestioned assumptions and rationale of lectures. Furthermore, as students have changed their patterns of engagement with learning, universities have begun to reconsider their tradition of offering students lectures. These circumstances have prompted a group of teachers in one department to develop an alternative lectures: the bite-size mobile learning initiative. The initiative involved replacing some of the lectures with short video recordings of course material, “video-clips”, that could be watched by students at their convenience then elaborated and used to stimulate discussions in subsequent tutorials. We found that close to one-half of all respondents agreed or strongly agreed that video-video-clips worked as a learning tool, either alone or in combination with the tutorials; however, only 35% of respondents agreed or strongly agreed that they enjoyed watching the video-video-clips. The overwhelming majority of respondents agreed on one aspect: shorter is better.

Mobile Resource Use in a Distance Learning Population: What Are They Really Doing on Those Devices?

Mobile device use has been soaring in recent years in all user groups. Mobile learning is no longer an optional activity for academic institutions, but a necessary endeavor. Developing a curriculum around mobile learning is essential, particularly for distance-based, non-traditional students. Understanding how students use their mobile devices is important to supporting mobile learning initiatives. Student survey responses were examined to determine how students use mobile devices in education. Librarians must stay on the forefront of mobile technology by using their skills in curating and teaching to support this important educational initiative and to become leaders in this area.

An App to Teach With: A Case of Mobile Learning Non-adoption in Higher Ed

This article presents a case study of student response to a custom-designed smartphone application for a large undergraduate communications course in Canada. The author analyzed over 2,000 students’ responses to the application over a two-and-a-half year period in order to evaluate the impact and sustainability of this mobile learning initiative. Fewer than half the students downloaded the free application to support their learning. A series of factors explained this non-adoption trend, including hardware restrictions, the cost of wireless data plans, and content redundancy. Based on this classroom experience and contextual research on Canadian mobile phone use, the author offers some cross-disciplinary best practices for mobile application design in college-level courses.

A Federal Higher Education iPad Mobile Learning Initiative: Triangulation of Data to Determine Early Effectiveness

This article presents faculty perceptions of the first month of iPad deployment in a national college system and a case study describing the integration of mobile learning devices in one college, interpreted within the framework of a SWOT analysis. We include a brief history of the implementation; description of the three-tier structure of infrastructure, pedagogy, and content; faculty perceptions; and pedagogy interview findings. We collected data using 1) case study interviews, 2) a faculty dispositional survey, and 3) iPad lead faculty. Overall, the large-scale deployment of iPad mobile learning devices was associated with high faculty engagement in formal and informal professional development activities and adoption of an active student-centered pedagogy. In addition, the program stimulated innovative approaches to technical challenges; and it spurred development and evaluation of new digital content.

An App to Teach With: A Case of Mobile Learning Non-adoption in Higher Ed

This article presents a case study of student response to a custom-designed smartphone application for a large undergraduate communications course in Canada. The author analyzed over 2,000 students’ responses to the application over a two-and-a-half year period in order to evaluate the impact and sustainability of this mobile learning initiative. Fewer than half the students downloaded the free application to support their learning. A series of factors explained this non-adoption trend, including hardware restrictions, the cost of wireless data plans, and content redundancy. Based on this classroom experience and contextual research on Canadian mobile phone use, the author offers some cross-disciplinary best practices for mobile application design in college-level courses.