Running Head: MOBILE LEARNING IN HIGHER EDUCATION

Mobile Learning in Higher Education Terri Saragosa University of Hawaii at Manoa

MOBILE LEARNING IN HIGHER EDUCATION Introduction Over the last decade, widespread ownership of mobile phone and other portable and wireless devices have been changing the landscape of technology supported learning (Hashemi, Azizinezhad, Najafi, & Nesari, 2011). The proliferation of mobile options has led to much discussion of mobile learning and its subsequent integration into the educational arena. There are varying definitions of mobile learning (m-learning) including a learning model allowing learners to obtain learning materials anywhere and anytime using mobile technologies and the internet (Ozdamli & Cavus, 2011, p. 937), use of mobile devices in support of effectiveness,

accessibility or affordability of educational programs (Alden, 2013, p. 110), or simply learning that happens anywhere, anytime (Franklin, 2011, p. 261). Mobile devices add a powerful tool for educators to use to deliver instruction more efficiently and creatively than more formal means of traditional education (El-Hussein & Cronje, 2010). Although mobile technology is widespread, its use as a true m-learning tool is still a work-in-progress. The purpose of this literature review is to explore mobile learning basics, its current use in higher education and implications for integrating m-learning in the future. Topic 1: Mobile Learning: The Basics Mobile devices such as laptops, smartphones, and tablets enable mobility and allow teaching and learning to extend beyond traditional classroom walls. It can facilitate mobile learning and gives increased freedom, flexibility and opportunities for interaction (Corbeil & Valdes-Corbeil, 2007). Although, mobile learning has been defined in varying ways, the major focus is on its essential attribute of mobility. Hashemi et al. (2011) provided a good starting point for mobile learning exploration. They say according to Molenet, mobile learning can be defined as the exploitation of ubiquitous

MOBILE LEARNING IN HIGHER EDUCATION handheld technologies, together with wireless and mobile phone networks to facilitate, support, enhance and extend the reach of teaching and learning (p.2478). M-learning does not replace traditional learning, but rather is another way of learning using a new technology. With the use of mobile technology, learning can be more mobile, more flexible and more stimulating. Mobile learning takes learning outdoors or indoors, in formal or informal settings and often beyond the

reach of the teacher. Although limitations such as limited storage capacities, battery life and lack of common operating systems are outlined, mobile learning is still identified currently the most useful tool in the field of Information and Communications Technology (ICT) (Hashemi et al., 2011) and has the potential to become a significant part of engaging young adult students where traditional methods have been unsuccessful. Ozdamli & Cavus (2011) describe m-learning as a learning model type that permits anytime, anywhere learning using mobile technologies and the Internet. The mobile learning model allows learners to access instructional materials without restriction to time and place by utilizing emergent mobile technologies and the internet. The mobile technologies are an important stride in increasing flexibility, lessening geographic limitations and facilitating collaboration among students in varying locations. Mobile learning is characterized as being portable, pervasive, interactive, private, collaborative and instant. Elements to consider with mlearning include learner, teacher, environment, content and assessment. In order to maximize mlearning, the article outlines and stresses the importance of these elements and characteristics when designing instruction. El-Hussein & Cronje (2010) sought to define mobile learning comprehensively and examine why actual learning practices are changing very rapidly, learning theories are not. Based on their literature review, the authors define mobile learning as any type of learning

MOBILE LEARNING IN HIGHER EDUCATION that takes place in learning environments and spaces that take account of the mobility of technology, mobility of learners and mobility of learning (p. 20). Mobile devices such as smart phones were initially developed in a social context as forms of technology, designed solely to enrich and enhance the social and personal lives of users, (p.17) but mobile devices also have the potential to become one of the most efficient ways of delivering higher education instruction in the future. Topic 2: Mobile learning in Higher Education

Mueller, Wood, De Pasquale, & Cruikshank (2012) offer one example of mobile learning use in higher education. They conducted research on the introduction of mobile technology into a graduate level business program. Students and instructors were provided a Blackberry phone to utilize during the term. A total of 74 students participated in the study by completing periodic surveys throughout the semester. It was found that the device was useful as a means of communication and organizing tasks especially in group work. The Blackberry also served as a social support system for students allowing students to cultivate deeper relationships with classmates beyond in-class time. This social support may promote student engagement and retention in school. Because of in-class off-task behavior using the device, the Blackberry may be more effective as an out-of-class collaboration and communication tool. Some suggestions given to integrate mobile technology with instruction include developing approaches that incorporate uses related to data collection, location awareness and collaboration. Although trends indicate that students are moving towards using mobile technology as an instructional tool, for now, mobile devices are being used more often as a communication device than a learning instrument (Mueller et al., 2012).

MOBILE LEARNING IN HIGHER EDUCATION Another example of mobile learning was a study conducted by Enriquez (2010). The study reviewed the impact on student performance when using tablet PCs and wireless technology to create an interactive learning environment. The paper presents results from two

case studies comparing college courses that utilized tablet PCs and wireless technology to create an interactive learning network (ILN) to courses that used a traditional instructor-centered lecture format. It was hypothesized that the ILN model would lead to better student performance, retention, engagement and attitude. It was found that the use of the wireless tablet PCs and the software program, NetSupportSchool, contributed to improvements in student performance and perception of the use of the ILN model. Gains were attributed to the ILN model creating better teacher-student interaction, immediate assessment and feedback capabilities that allow the instructor to be more responsive to student needs and better overall student engagement. Although this study was limited and further studies are needed to be done to increase reliability of the results, it does indicate that the ILN developed using wirelessly networked tablet PCs has the potential to be a more effective teaching pedagogy compared with traditional instructor-centered teaching environments (p. 84). It further encourages educators to employ mobile technology strategies to better support student engagement and performance. Topic 3: Mobile Learning Implications for the Future Moving forward into the future, how can we integrate mobile learning efficiently and effectively? Research done gives us some insight into possible strategies. A study investigating college students perceptions of mobile learning in higher education was done by (Cheon, Lee, Crooks, & Song, 2012) . The research was done on 177 undergraduate students enrolled in Computing and Information Technology, a required core curriculum course. This study is unique in that they use a model based on the theory of planned

MOBILE LEARNING IN HIGHER EDUCATION

behavior (TPB) which indicates how behavior (in this case, intention to use mobile learning) can be influenced by behavior intentions rather than using models used in previous studies that focused on user perception of functionality and characteristics of mobile technologies. Their results support their hypotheses that college students attitude, subjective norm and perceived behavior control toward m-learning positively influences their intention to adopt m-learning. Students who felt confident in the use of mobile devices were found to be more likely to engage in the use of m-learning. In addition, students attitude on ease of use and usefulness of m-learning contributed to the likeliness of using mobile devices for their courses. Student perception of instructor readiness of m-learning also influenced student adoption of mlearning. Although there were limitations which included bias in the nonrandom sampling method and no actual use of m-learning by students, the results can be useful for consideration by higher education institutions when developing strategies to increase user-acceptance of mlearning systems. By employing strategies that result in positive impact on student perceptions about mobile learning, educators can increase the likelihood that students will accept and use mobile learning when integrated as a learning tool into courses (Cheon et al., 2012). Alden (2013) explored the question: What strategy should an institution of higher learning with limited resources use in adapting to the capabilities of mobile devices to benefit its academic programs? (p.109) Data was collected from 220 students enrolled at the National Defense University in The Information Resources Management College (iCollege), which offers graduate degree and certificate programs in the information technology field. The study asked the students to indicate preference of three recommended mobile learning strategies: no changes, developing selected mobile capabilities, or enabling full mobile capabilities. The survey also polled students to provide rankings on importance and ease of use 10 mobile learning functions.

MOBILE LEARNING IN HIGHER EDUCATION Based on survey results, the overwhelming favorite strategy was identified as pick and choose special capabilities to develop (p. 118). In addition, alerts, communication, discussion and downloads were shown to be the top-ranked mobile functions students would want incorporated

into their courses. The author goes on to suggest that mobile learning policies be set and support for faculty and students be provided as select strategies are implemented. This study shows that although mobile technology is prevalent, incorporation as a learning tool into college programs is a gradual process. For now, students seem to favor developing certain features rather than full implementation of mobile learning. Since students are most comfortable with mobile devices as a form of communication, incorporating mobile technology as a learning tool can be started with implementing features such as alerts, communication and discussion. In moving forward into the future, employing these select features using a manageable cost-effective approach is a good strategy for institutions to use to gradually adapt to the evolving mobile technology environment. Franklin (2011) explored the idea of mobile learning being at the tipping point, or the movement of critical mass to a point when everyone is involved (p. 262). The paper further goes on to say that although mobile technology and learning are at a tipping point, educators are not. Three complexities of mobile learning were discussed: pedagogical, infrastructure and communication. Pedagogical content must be enable, engage and empower learners by providing individualized experiences, the freedom to make mistakes, continuous access, and the ability to communicate and collaborate, as well as create and share documents. Infrastructure issues with going mobile include access to the internet, internet security and limited financial and technical support available for faculty and staff. Communication concerns with mobile technology include devices used and teacher/student interaction. Devices, infrastructure, support and skill

MOBILE LEARNING IN HIGHER EDUCATION development must all be considered when managing mobile delivery. Mobile devices can

increase student/faculty interaction, but also have the potential of increasing teacher workload as they seek to develop mobile friendly lessons. Student familiarity and experience with technology may outpace that of faculty, but many still see it as entertainment or communication rather than a learning tool. Educators are at heart gradualist (p. 262) appreciating steady progress. So although mobile learning is at the tipping point, for educators, it will be a paradigm shift to incorporate mobile devices as an integral part of enhancing learning. Although educators continue to prepare students to be successful in changing environments and in the workplace, the proliferation of mobile technology will lead to changes in how that is done. Summary The influx and extensive use of mobile technology within recent years have introduced mobile learning as another way of delivering instruction. Within the realm of higher education, mobile devices are allowing educators to opportunity to build collaborative learning environments that allow todays students to stay connected via mobile devices (Enriquez, 2010). Although currently, mobile devices are being used in higher education primarily to facilitate communication and anywhere, anytime access (Alden, 2013; Teresa Franklin, 2011; Mueller et al., 2012), integration as a true learning tool seems to be a gradual process. Adapting to limitations with technology infrastructure and familiarity as well as overcoming perceptions of primarily using mobile devices as a social tool are significant to create a paradigm shift in thinking. As we move forward into the future, instructional design and theory will need to address the addition of mobile learning. Current research gives educators some guidance into successfully integrating the mobile devices as a learning tool rather than just as an added communication instrument. Taking into account psychological, pedagogical and technological

MOBILE LEARNING IN HIGHER EDUCATION features, educators can move towards designing instruction that enhances the benefits of mobile learning. In order to implement mobile learning effectively, instructional designers must prepare the basic elements and collect the information needed to address the unique mobile learning characteristics to create easily accessible, effective lessons (Ozdamli & Cavus, 2011). A challenge of the future will be to develop designs that can classify what is best learnt in the classroom and out and the ways of bridging the two (Hashemi, et al., 2011). Future research is warranted into additional ways to facilitate the integration of mobile learning in more innovative, efficient, beneficial ways to provide value-added content for an authentic learning experience.

References Alden, J. (2013). Accommodating mobile learning in college programs. Journal of Asynchronous Learning Networks, 17(1), 109122.

MOBILE LEARNING IN HIGHER EDUCATION Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & Education, 59(3), 10541064. doi:10.1016/j.compedu.2012.04.015 Corbeil, J. R., & Valdes-Corbeil, M. E. (2007). Are you ready for mobile learning? Educause Quarterly, 30(2), 51. El-Hussein, M. O., & Cronje, J. C. (2010). Defining mobile learning in the higher education landscape. Educational Technology & Society, 13(3), 1221. Enriquez, A. G. (2010). Enhancing student performance using tablet computers. College Teaching, 58(3), 7784. Franklin, T. (2011). Mobile learning: At the tipping point. The Turkish Online Journal of Educational Technology, 10(4), 261275.

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Hashemi, M., Azizinezhad, M., Najafi, V., & Nesari, A. (2011). What is mobile learning? Challenges and capabilities. Procedia - Social and Behavioral Sciences, 30, 24772481. doi:10.1016/j.sbspro.2011.10.483 Mueller, J. L., Wood, E., De Pasquale, D., & Cruikshank, R. (2012). Examining mobile technology in higher education: Handheld devices in and out of the classroom. International Journal of Higher Education, 1(2), 4354. Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia - Social and Behavioral Sciences, 28, 937942. doi:10.1016/j.sbspro.2011.11.173