European Journal of Social Sciences Studies
ISSN: 2501-8590
ISSN-L: 2501-8590
Available on-line at: www.oapub.org/soc
Volume 2 │ Issue 6 │ 2017
doi: 10.5281/zenodo.843197
MOBILE LEARNING FOR HIGHER AND
CONTINUING EDUCATION
Khalil Alsaadati
Department of Educational Policies,
College of Education, King Saud University,
Box 2458, Riyadh, Saudi Arabia
Abstract:
A fundamental revolution in higher education is being sparked by the ubiquity of
mobile devices used by students, faculty, and administrators. The opportunity is ripe
for institutions, instructors, and instructional designers to take advantage of mobile
technology to enhance the learning experience. To do this, we need to understand the
power on tap, examine fundamental principles, review illustrative examples, and
ultimately think through ways to improve the learner experience (Quinn, 2011). In
spring 2009, HBS executive education launched a pilot program using iPod Touch
mobile devices and a custom application called the Mobile Nexus to be used on
campus during a six-week executive education program at Harvard Business School.
For the first time, participants had real-time access to relevant, time-sensitive
information and content from any location within the HBS wireless network (Gorman
and others, 2010). Therefore, this paper will focus on methods of mobile learning, the
application of mobile learning in higher education and how adult learners will benefit
from m learning.
Keywords: mobile learning, higher education, continuing education
1. Introduction
Mobile learning refers to the use of mobile or wireless devices for the purpose of
learning while on the move (Park, 2011). Typical examples of the devices used for
mobile learning include cell phones, smartphones, palmtops, and handheld computers;
Copyright © The Author(s). All Rights Reserved.
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MOBILE LEARNING FOR HIGHER AND CONTINUING EDUCATION
tablet PCs, laptops, and personal media players can also fall within this scope
(Kukulska-Hulme & Traxler, 2005). The first generation of truly portable information
has been integrated with many functions in small, portable electronic devices (Peters,
2007). Recent innovations in program applications and social software using Web 2.0
technologies (e.g., blogs, wikis, Twitter, YouTube) or social networking sites (such as
Facebook and MySpace) have made mobile devices more dynamic and pervasive and
also promise more educational potential (Park, 2011).
M learning is described in numerous ways, but these descriptions all consider
the nexus between working with mobile devices and the occurrence of learning: the
process of learning mediated by a mobile device. Numerous characteristics of mlearning have been identified in the literature. Koole's (2009) FRAME model sits well
with socio-cultural views of learning, taking into consideration both technical
characteristics of mobile devices as well as social and personal learning processes. She
refers especially to enhanced collaboration, access to information and deeper
contextualisation of learning (Kearney et al, 2012).
However, it has been widely recognized that mobile learning is not just about the
use of portable devices but also about learning across contexts (Walker, 2006). Winter
(2006) reconceptualized the nature of mobile learning and addressed mediated learning
through mobile technology” (p. 9). Pea and Maldonado (2006) used the term wireless
interactive learning devices or WILD, an acronym created at SRI International’s Center for
Technology in Learning, to define technology that made it possible for learners to work
at unique activities in ways that were previously impossible (Park, 2011).
Peters (2007) viewed mobile learning as a useful component of the flexible
learning model. In 2003, Brown summarized several definitions and terms and
identified mobile learning as an extension of e-learning
”rown,
, p.
. Peters
(2007) also stated that it was a subset of e-learning, a step toward making the
educational process just in time, just enough and just for me
Pea and Maldonado
innovations for learning futures
Peters,
stated that mobile learning incorporates
p.
, p.
. Finally,
transformative
Park, 2011). Mobile learning occurs in authentic
contexts. Problems, challenges, investigations, and explorations that mobile learners
engage with are situated in real world contexts that have personal meaning and
relevance, allowing deeper understandings to be achieved. The contexts may be
commercial, educational or purely lifestyle, and will often involve characteristics of
collaboration, reflection, and articulation (Herrington et al, 2009).
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2. Related studies
Thomas D. Cochrane (2010)
This paper is a comparative account and analysis of three mobile Web 2.0 projects
instigated within a tertiary learning environment during 2008. Following the successful
instigation of a mobile Web 2.0 project in the third year of a Bachelor of Product Design
course during semester one, similar projects were initiated in semester two within the
first-year and second-year Bachelor of Product Design courses. A common
methodology for supporting and facilitating mobile Web 2.0 projects was used for all
three projects. The projects were designed to explore the potential of mobile Web 2.0
tools to enhance both the formal and informal teaching and learning environments with
a focus upon mobile blogging (moblogging). A comparison of student and teaching
staff feedback from each of the three projects provided a basis for identifying and
illustrating critical success factors within similar m-learning scenarios. Critical success
factors identified include: the importance of the pedagogical integration of the
technology into the course assessment, lecturer modelling of the pedagogical use of the
tools, the need for regular formative feedback from lecturers to students, and the
appropriate choice of mobile devices and software to support the pedagogical model
underlying the course.
Kosalka & Kuswani (2010)
Worldwide growth in use of mobile phones has fostered the emergence of mobile
learning. Mobile technologies are used both in classrooms to support instruction safe
and as tools that significantly change instructional activities, learner roles, and learning
location (disruptive). Learners become less consumers of information and more
collaborators, researchers, and publishers on the go. Scholarship in m‐learning is scarce
and lacks rigor, even with increasing numbers of investigative studies there are still
significant gaps in the literature. Little is understood about when m‐technology is most
useful and what constitutes good m‐learning. “ review of a broad range of investigative
cases is presented and critiqued with suggestions for further research. Although both
classroom‐based and distance education topics are discussed, the distance education
scholar and practitioner may benefit from learning more about these emerging
technologies being used in face to face instruction.
Abuasson et al (2010)
This paper reflects on the role of mobile learning in teachers' professional learning. It
argues that effective professional learning requires reflection and collaboration and that
mobile learning is ideally suited to allow reflection-in-action and to capture the
spontaneity of learning moments. The paper also argues for the value of collaborations
between teachers and students in professional learning. It suggests that authentic
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artefacts and anecdotes, captured through mobile technologies, can enable the sharing,
analysis and synthesis of classroom experiences by teachers and students. Such analysis
and synthesis helps to encourage collaborative reflective practice and is likely to
improve teacher and student learning as a result. Ethical issues that might arise through
using mobile technologies in this way are also discussed. Teacher voice is presented to
indicate the range of views about mobile learning and to indicate current practices.
Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology
adoption; these factors need to be researched and addressed to realise the potential of
teacher mobile professional learning.
Traxler (2016)
Learning with mobiles in UK universities is not new and is not novel. It is, in fact, at
least 10 years old, well-documented and comparable to activity in universities
elsewhere in Western Europe, America and Asia Pacific. Continued and dramatic
changes in the ownership, access and expectations of mobiles amongst university
students and equally across UK society have suddenly propelled learning with
mobiles to centre-stage as a feasible proposition but, it is now argued, only if students
can bring-your-own-device. This has already catalysed discussion about authority,
agency and control within university settings but the equally significant and profound
implications for the inclusion agenda have not been articulated. This paper begins that
process. A theoretical framework for social inclusion in this context is considered,
identified and discussed. The paper reviews the progress and problems of the
substantial and unique programme of mobile learning across UK higher education since
2000 in relation to its stance on inclusion, where this is apparent. These are all welldocumented in academic and official sources; the paper does however also draw on the
author's involvement in many of the events and initiatives. The paper raises however
significant questions about this programme's meaning and direction in a world where
now there is more, better, cheaper, faster, newer but different digital technology in the
hands of students, potential students and everyone else than there is routinely in the
educational institutions themselves. This digital technology, mobile technology, now
allows learners to create, own, transform, discuss, discard, share, store and broadcast
ideas, opinions, images and information, and to create and transform identities and
communities. The paper argues that this epistemological revolution may mean that
universities and colleges are no longer credible and authoritative gatekeepers to
knowledge and its technologies and so the meaning and relevance of inclusion are much
less clear. The paper proposes a new stance on inclusion.
Ma Qing (2017)
Emerging mobile technologies can be considered a new form of social and cultural
artefact that mediates people's language learning. This multi-case study investigates
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how mobile technologies mediate a group of Hong Kong university students’
L2 learning, which serves as a lens with which to capture the personalised, unique,
contextual and ubiquitous nature of mobile language learning. The results suggest that
Hong Kong university students make use of varied e-resources and tools
for learning their L2; they also tend to combine L2 learning with subject learning,
communication, entertainment and personal interests, and reveal distinctive features
and attributes that form their personalised learning approaches. Based on these, a new
socio-cultural framework is constructed to capture the key components involved
in mobile technologies-mediated L2 learning and to describe the dynamism and
interaction among the components, involving L2 agency, personalisation, tools,
knowledge, communications and entertainment. In addition, L2 agency plays an
important role in determining how learners employ mobile technologies in mediating
and personalising their language learning. Factors that influence personalised mobile
language learning are also unveiled. Finally, a number of implications are derived from
the
research
findings
to
inform
further
research
or
practice
with
regard
to mobile language learning.
Park, 2011 argued that mobile devices are becoming increasingly ubiquitous,
many researchers and practitioners have incorporated the technology into their
teaching and learning environments. As Keegan, 2002, anticipated, mobile learning is a
harbinger of the future of learning‛. The applications of mobile learning range widely,
from K–12 to higher education and corporate learning settings, from formal and
informal learning to classroom learning, distance learning, and field study. Despite the
many forms of and increasing services offered by mobile learning, it is still immature in
terms of its technological limitations and pedagogical considerations. And although
some researchers offer a framework for theorizing about mobile learning with
conversation theory and activity theory, instructional designers and teachers need a
solid theoretical foundation for mobile learning in the context of distance education and
more guidance about how to utilize emerging mobile technologies and integrate them
into their teaching more effectively (Alsaadat, 2017).
According to Sharples et al, 2005, Mobile learning appears to be ideally suited to
teachers as it provides a process of learning for professionals who differ from others in
the contexts and ways in which they work and learn. Teachers do not spend large
amounts of time at a desk, tending to be largely itinerant in their daily work.
Collaborative learning has to take place on the move, in snatched moments, and
requires the rapid exchange of anecdotes and stories with a wide, diverse community.
The value of harnessing the power of mobile technologies lies in their capacity to
generate collaborative professional learning involving reflection, production, synthesis
and analysis. Mobile learning enables interactions with people both beyond and within
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one's own school; provides access to expertise over a range of areas readily available in
an online learning environment; and builds personal and professional support
networks. It capitalises on the ubiquitous nature of mobile technologies and their ease
of use in a variety of locations (in Aubusson et al, 2009).
In the coming decade the technology of mobiles will continue the trend of
becoming more popular, personal, robust, cheap and social. The technology has already
become democratic, or rather has become more demotic, in nature and society itself has
become mobile and connected. It has become increasingly difficult to imagine everyday
life before or without mobile technology as its functionality and capability have
increased, as a generation of young people have matured and as network take up,
competition and coverage have increased to near saturation. This is leading to a new
world, with new communities, expectations and behavior (Traxler, 2016).
3. Mobile learning in higher and continuing education
The term "nomadic" has been used to describe the current college students' culture of
wireless and mobile connectedness in the sense that they are not "rooted" but
incredibility flexible and fluid when it comes to their social connections and their
virtual life culture (Reyard, 20080). She said this refers not only to their uses of social
networking tools but also to the reality that they are connected wirelessly in any situation and
for any reason. They are essentially nomads when it comes to their life "space"” (Reynard,
2008). Mobile technologies such as mobile phones, smart phones, personal digital
assistants and mp3 players support learners on the move, whereas technologies such as
laptops, digital cameras, desktop computers do not. Commuters engage in mobile
learning as they travel to and from work accessing different information and engaging
in different tasks, returning to these tasks at different times throughout the day
(Herrington et al, 2009).Reynard discussed the issue of nomadic she said Bryan
Alexander, in his article, Going Nomadic: Mobile Learning in Higher Education (2004)
says, "More broadly, mobile and wireless computing has altered the rhythms of social time and
has changed uses of social space." (p.28) within higher education, instructors are
beginning to realize the impact of this both positively and negatively in creating
communities of learners within their courses. Students bring to the course an extensive
network of information input, peer connections, and the potential of a wider scope of
application than what has been the case until now. The negative side of things is the
challenge of "managing" not only the multitasking of the students but their insistence
upon continual connectivity even when participating in a physical learning space with
an instructor and other physical peers around them. Some instructors have seen this as
something to be controlled through disabling access for the duration of the class while
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others are trying to integrate this reality into the learning environments (Alexander,
2004).
Whether you choose as a professor to exclude the connectivity from your
classroom or to include it, there exits the potential of creating learning communities
with broader impact than ever before possible and this can bring wonderful
enhancement to any course of study or academic field (Reynard, 2008) Jamati argued
that it is a fact that the success of distance education depends largely on student
support services provided to its learners who encounter feeling of isolation, lack of
peer-peer interaction, lack of proper intimation from study centre, lack of proper
academic support and hurdle of distance from the study centre to list a few (Fozdar,
Kumar and Kannan 2006). The mobile devices are understood to be helpful in
providing a good support to the learners to the extent of removing the feeling of
isolation and lowering the rate of attrition (Simpson 2003). The text messaging (SMS)
has been found to have particular and peculiar effects for counselling which has
implications for the educators (Haxell 2008). Research from the OU, the University of
Pretoria and the Leonardo project indicates some of the ways in which text messaging
can best be used for student support in the context of Open and Distance Learning. In
their research, Gaskell and Mills (2004) indicate that telephones have a major role to
play in student support and are indeed the best medium to choose for student contact
on many occasions. The increasing ubiquity of the mobile phone begs for it to be used
as a learning tool. Hendrikz (2006) has reported the use of mobile phones both for
academic and administrative purposes. Some of the researchers from the third world
countries consider mobile learning as the state of the art future educational solution for
all despite a limitation of access to educational facilities and infrastructure (Abdullah
and Siraj 2009) (Jamatia et al, 2011). Whether you choose as a professor to exclude the
connectivity from your classroom or to include it there exits the potential of creating
learning communities with broader impact than ever before possible and this can bring
wonderful enhancement to any course of study or academic field (Reynard, 2008).
Mobile learning can be spontaneous, unanticipated and opportunistic. Being in the right
place at the right time to capture significant events provides invaluable knowledge for
individuals as well as communities, witnessed by the current reliance of news services
on opportunistic recordings made by mobile learners and their technologies.
(Herrington et al, 2009). Jamatia et al said about using m learning in the medical field.
In the context of medical education and health services, the requirement for
mobile devices to deal with medical information overload and knowledge navigation
has been stressed by Ducut and Fontelo (2008). According to them, the particular
requirement has arisen due to recent developments of elucidating the pathophysiology
of diseases down to the molecular levels; earlier most diseases were treated on the basis
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of symptoms and empirical data. Based on literature study Kho et al (2006) reported
that around 60% to 70% of the medical students and residents use mobile devices
(PDAs) for educational purposes and patient care. Rege and Keane (2009) have
provided details as to how leading US medical schools have adopted mobile technology
as an educational tool for enhancing the education of students. According to them,
mobile devices support existing learning tools besides enhancing course management,
could influence accreditation (by providing well- rounded learning experiences) and is
a cost-effective solution for medical schools. Kenny et al (2009) have provided details
regarding the increasing use of PDAs in the domain of Nursing Education (Jamatia et
al, 2011).
Mobile learning can occur wherever people find a need. Traditionally learning is
seen to occur in formal settings like classrooms and lecture theatres whereas informal
and continuing learning occurs as we wait for a bus, converse with a colleague over
lunch, or engage in work experience. In some circumstances, it is better to choose one
technology over another. A digital camera for instance may provide higher resolution
images than those taken with a mobile phone. However, being ubiquitous and portable,
there is a greater chance that the mobile phone will enable the user to capture
spontaneous events (Herrington et al, 2009).
In their study, Kamela and Gammon explained that Elon University runs two
courses that incorporate science outreach components in the form of a mobile science
center. One course visits with an elementary school next to campus and the other is a
travel course to middle schools in Kerala, India. In both cases, interactive science
demonstrations are built on campus, set up museum-style in gymnasia, and monitored
by university students who interact with the children. Elon students predominantly
from non-science disciplines take part in the two courses. They discuss as science
pedagogy the mobile science center, which relies on the service-learning model of
engaging students in socially meaningful contexts. They also discuss the usefulness to
the schools of having university students interact with schoolchildren in the context of
science. Our experience suggests that promoting science engagement can be expanded
beyond the domain of professional scientists and educators. The cause of science
education can bring together individuals of diverse interests and serve to bridge
cultural divides (Kamela and Gammon).
4. Technology application
While it is apparent that many higher education students have a greater familiarity with
technology than their predecessors it is also clear that some do not. Providing time for
students to explore the technological features and educational affordances of devices
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can be done in a variety of ways. Sharing knowledge, peer tutoring and engaging in
introductory authentic tasks appear to be useful approaches to developing in students
the important understandings of how and when to use the available tools on offer
Mobile learning can be enabled by technological tools and infrastructure. Mobile
technologies are portable, personalised, and increasingly convergent. People always
have them on hand and populate them with personal profiles and playlists, performing
a multiplicity of functions. Wireless and telephone networks provide the infrastructure
for mobile learners to access and remain networked and connected. There are learning
tasks that benefit from a blending of mobile and non-mobile devices. The capacity to
sync information and download media adds to the versatility of these devices
(Herrington et al, 2009).
Park argued that Mobile learning has unique technological attributes which
provide positive pedagogical affordances. Pea and Maldonado (2006) summarized
seven features of handheld device use within schools and beyond: portability, small
screen size, computing power (immediate starting-up), diverse communication networks, a broad
range of applications, data synchronization across computers, and stylus input device
“s Klopfer and Squire
p.
.
summarized, portability, social interactivity, context, and
individuality (p. 95) are frequently cited affordances of mobile learning. Specifically,
portability is the most distinctive feature which distinguishes handheld devices from
other emerging technologies, and this factor makes other technological attributes such
as individuality and interactivity possible.
Park continued that above all, this mobility enables ubiquitous learning in formal
and informal settings by decreasing the dependence on fixed locations for work and study,
Peters,
and consequently change the way we work and learn
”ennington
. Gay, Rieger, and
developed the mobility hierarchy, including four levels of objectives
that encourage the use of mobile computers in education settings. This hierarchy
presents the contrasting attributes of mobile devices (see Figure 2). The focus of
productivity
level
is content-intensive, whereas the focus of collaboration and
communication (level 4) is communication-intensive. Level 1 aims at individual
learning, and level 4 aims at collaborative learning by multiple users. Levels 2 and 3 fall
into the middle-range applications, such as personal tour guides, computer-aided instruction,
database activity, mobile libraries, and electronic mail
pp.
–513).
He concluded that as this hierarchy indicates, mobile technology has two
comparable attributes. Scheduling and calendar applications are useful to increase an
individual’s organizational skills and self-regulative (or self-directed) learning ability;
whereas, real-time chat and data sharing applications support communication,
collaboration, and knowledge construction. This shows that students can consume and
create information both collectively and individually
Koole,
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, p.
. (Park, 2011).
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5. Conclusion
Reynard believed that Most of us as higher education faculty were taught to think in a
linear flow and were taught thoroughly how to progress logically from one stage of the
flow to the next. In fact, much of our expertise was established when we had an
exhaustive knowledge of what that flow entailed and how exactly it was organized. She
said that many of us were educated before the personal computer or individual access
to the Internet and truly thinks and organizes information accordingly even to this day.
The Internet brought with it the concept of the "web" and developed a generation of
thinkers who organize information within a webbed environment. She continued that
In incorporating this flow, faculty have increased the use of problem solving
approaches that provide opportunity for students to "web out" as they explore options
towards solutions. Increasingly, however, and beyond webbing comes the concept of
mobile, multi-connections with little possibility to find a start and most often to always
leave the solution open-ended for other contributions. For the purposes of this
discussion, Reynard referred to these as "multipoint mobile connections--MMCs". The first
wave of this came with blogs and wikis to which various authors could contribute and
now we have twitter and live-feed connections which are on-going and multi-purposed
(Reynard,2008).
In educational activities, it is common for educators and learners to engage in
processes such as recording, representation, sharing and reflection to support
knowledge construction and co-construction. Mobile learning provides many
opportunities where these processes can be mediated using mobile technologies. As
well as being motivating for students the use of mobile technologies blended with web
based technologies can provide resources that aid knowledge construction that are
reusable, sustainable and scalable to a wide group of students (Herrington et al, 2009).
The predominant use of mobile learning has involved people consuming knowledge by
way of podcasts, e books and accessing web sites. However, the active construction and
co-construction of content through media capture and subsequent content creation will
increase as students, teachers adopt less transmissive, and more constructivist
approaches to teaching and learning. The proliferation of educational web 2.0
applications such as wikis and blogs that rely on the construction of content to be
shared with others is an expanding area that exemplifies this trend (Herrington et al,
2009).
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