A mobile learning framework for higher education in resource constrained environments

It is well documented that learning oppourtunities afforded by mobile technology (m-learning) holds great potential to enhance technology-enhanced learning in countries and communities with low socio-economic conditions where web-based e-learning has failed because of limited infrastructure and reso...

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Bibliographic Details
Published in:Education and information technologies 2022-09, Vol.27 (8), p.11947-11969
Main Authors: Okai-Ugbaje, Safiya, Ardzejewska, Kathie, Imran, Ahmed
Format: Article
Language:English
Subjects:
Computer Appl. in Social and Behavioral Sciences
Computer Oriented Programs
Computer Science
Computers and Education
Developing countries
Developing Nations
Distance learning
Education
Education, Higher
Educational Technology
Electronic Learning
Foreign Countries
Handheld Devices
Higher Education
Information Systems Applications (incl.Internet)
LDCs
Low Income
Online education
Online instruction
Socioeconomic Status
Sustainability
Teaching Methods
User Interfaces and Human Computer Interaction
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Summary:It is well documented that learning oppourtunities afforded by mobile technology (m-learning) holds great potential to enhance technology-enhanced learning in countries and communities with low socio-economic conditions where web-based e-learning has failed because of limited infrastructure and resources. Despite the potential for m-learning, its actual uptake has been low. The extant literature in this sphere provides some theoretical insight, with evidence of limited on-the-ground practical studies that often do not progress beyond the pilot phase. Failure to embed sustainable learning opportunities has been attributed to the absence of a contextual framework suitable for the heterogeneous nature of many developing countries. This paper thus presents an m-learning framework that considers the sociocultural and socio-economic contexts of low-income economies. The framework is based on a range of studies conducted over four years, including the outcome of two empirical studies conducted in a Nigerian university. Documenting the research underpinning the design provides practitioners and policymakers with a framework for a potentially sustainable strategy for long-term mainstream m-learning integration in higher education in low-income countries.
ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-022-11094-5