Incorporating Mobile Learning in Institutions of Higher Learning in South Africa

Abstract

Despite the advancements made towards learning such as technological innovations in the classroom and access to learning in general, there are significant challenges that remain especially the modes of delivery of quality education apart from the traditional classroom teaching and learning. In the endeavour to discover feasible solutions for these challenges, much trust has been put in new data and correspondence advancements such as information communication technologies (ICTs) outside the classroom especially mobile devices. This study reviews several articles and previous studies relating to the use of mobile devices for portable learning instruction or mobile learning (m-learning) education and assess the potential and versatility of m-learning for mobile education experiences in institutions of higher learning in South Africa.

Full text

Incorporating mobile learning in institutions of higher
learning in South Africa
Mphaphi Molebatsi and Kokisa Phorah
School of Computing
University of South Africa
Johannesburg, South Africa
Abstract- Despite the advancements made towards learning
such as technological innovations in the classroom and access
to learning in general, there are significant challenges that
remain especially the modes of delivery of quality education
apart from the traditional classroom teaching and learning. In
the endeavour to discover feasible solutions for these
challenges, much trust has been put in new data and
correspondence advancements such as information
communication technologies (ICTs) outside the classroom
especially mobile devices. This study reviews several articles
and previous studies relating to the use of mobile devices for
portable learning instruction or mobile learning (m-learning)
education and assess the potential and versatility of m-learning
for mobile education experiences in institutions of higher
learning in South Africa.
Keywords - mobile learning; institutions of higher learning;
mobile devices
I. INTRODUCTION
The prospect of new technological innovations has brought
changes in the way we do things. This revolution is
increasingly getting adapted with easy and with great numbers.
The advent of mobile data becoming less expensive and more
readily available everywhere, more users have put faith on the
internet access through their smartphones to perform tasks.
These include tasks such as accessing social media, ease of
paying bills, buying and sending airtime, better access to
education, downloading, music, staying in contact with friends
and family, travel, email, entertainment and search for more
information. All these tasks can be performed at the click of a
button. More and more technological advanced devices
continue to flock the market to appeal to different users. Very
recently, these mobile devices commonly known as handheld
computers are easily accessible at relatively low prices. These
include tablet computers, e-readers, personal digital assistants
(PDAs) and smartphones.
South Africa is not lacking behind. According to the [1],
South Africa has the largest communication markets in the
world with a cell-phone penetration of from 17% of adults in
2000 to 76% in 2010. On average, every one of the 51 million
people residing in South Africa including babies or children
has 1.17 cell-phones [1]. At the moment, there are 29-million
South Africans who use mobile phones than radio, television or
personal computers [2]. Reference [2] posits that South
Africans have access to mobile phones than access to drinking
water. This illustration is shown in figure 1. This then means
that cell-phone usage can be replicated to other industries such
as education to improve access to quality education.
Figure 1: Proliferation of mobile phones [2]
II. WHAT IS MOBILE-LEARNING
There are several diverse definitions of m-learning (m-
learning). However, there is no standard definition of m-
learning. Other researchers see it as a subset of electronic
learning (e-learning), while others feel it is a discipline on its
own. According to reference [3], m-learning is simply the
provision of education and training on PDAs, palmtops,
handhelds, smart phones and mobile phones. Researchers [4]
agree with this definition. They put it that m-learning is e-
learning carried out by means of mobile computational devices
and put more emphasis to PDAs and digital cell-phones. This
definition is strongly challenged by researchers [5]; [6]. They
argue that a socially and educationally responsible definition
must view the learner as the one being mobile and not his/her
devices. In their argument, they point that m-learning must
provide the learner with the ability to assimilate learning
anywhere and at any time. This study adopts the description
put forward by [7]; [8] who defined m-learning as a process
resulting from the convergence of mobile technologies, human
learning capacities, and social interaction. Similarly [9] falls
short of defining m-learning but proposes a view in which this
could be looked at.
2015 Annual Global Online Conference on Information and Computer Technology
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DOI 10.1109/GOCICT.2015.13
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2015 Annual Global Online Conference on Information and Computer Technology
978-1-5090-2314-1/16 $31.00 © 2016 IEEE
DOI 10.1109/GOCICT.2015.13
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It is clear that the most important aspect here is mobility.
Now, using mobility as a signifier, this concept can therefore
be divided into three significant areas namely mobility of the
learner, mobility of technology and mobility of learning
environment as depicted in figure 2 by [9].
Figure 2: Significant areas of mobility [9]
A. Mobility of Technology (A)
Mobility of technology refers to technological devices that
are classified as mobile and they include devices such as
smartphones, PDAs, laptops and tablet personal computers. In
context to higher education, there are other forms of devices
that could also be used to deliver high quality learning material
and instruction such as digital cameras, audio players and
media players. Most of all these devices have the ability to
connect with other devices wirelessly and can connect to the
internet anytime as long as there is coverage [10]. Mobility of
technology therefore allows the learner to communicate via
(voice calls, emails and SMSs), relax and entertain themselves
(camera, video, movie player, games, e-books and audio books
and music), search for information (news channels, references,
direction, web-browser and GPS compass), use applications
(office, FTP, databases) and organise themselves (to-do list,
calendar diary and address) [10].
B. Mobility of the learner (B)
M-learning breaks the boundaries of teaching and learning
at a particular place and time. Traditional methods of teaching
and learning including e-learning are constrained to time and
place. This then restricts the learner from accessing education
whilst on the move. The whole idea of m-learning is to
improve learning by allowing interaction between the learner
with other learners, interaction between the learner and
learning content and interaction between the learner and the
instructor as they move. This movement could be travelling to
anywhere in the world.
C. Mobility of the learning environment (C)
Institutions of higher learning must evolve in order to
respond to the rapidly shifting dynamics of the societies they
serve [11]. As defined by [11], learning environment refers to
the wide-ranging physical, social and pedagogical context in
which learning is envisioned to take place. However, the
advent of mobile devices has created an enormous paradigm
shift in this phenomenon. Learning environments are basically
dependent on the mobility of the learner. This means the
learning environment moves with the learner.
With the above in mind, this study builds on it to come up
with a definition that best defines M-learning in our context.
We adopt the concept of mobility of technology, mobility of
the learning environment and mobility of the learner. These are
enhanced to show the interactions between these three
concepts. These include interaction between technology and
the learner (AB), interaction between technology and the
learning environment (AC), and interaction between the learner
and the learning environment (BC).
Figure 3: Interactions between technology, learner and the learning
environment
D. Interaction between technology and the learner (AB)
This secondary intersection relates to the ability of the
learner whilst on the move to use a mobile device to perform
pedagogical tasks such as checking for marks, submitting an
assignment, making notes, research, recording or listening to a
lecturer. It takes note of both the learner’s intrinsic and
extrinsic motivations to use that particular device. The usability
of the device also plays a major role as its support for such
tasks is central to the decision of whether to use or not to use.
E. Interaction between technology and the learning
environment (AC)
This secondary intersection describes how devices can be
used to gain access to institution’s networked learning systems.
Mobility of these devices and the learning environment allows
learners to have access to learning materials anytime and
anywhere. Technologies together with a learning environment
provide a scalable, secure and conducive environment.
F. Interaction between the learner and the learning
environment (BC)
This secondary intersection relates to the learning
environment that provides the learner with collaborative tools
such as discussion threads, learner support tools, social media
and course catalogue just to name a few. This interaction
allows learners to be hands on as they develop their own
frames of thought. Reference [12] posits that the learning
environment provides opportunities for learners to inquire,
explore experiment, collaborate, and experience the joy of
discovery.
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From this perspective, m-learning becomes the
convergence of mobile technologies, student’s learning
capacity and the learning environment (ABC). According to
[7], m-learning can afford learners access to a variety of human
systems and data resources as well as to assist them to assess
and select relevant information thus improve learning in
general.
III. M-LEARNING IN SOUTH AFRICA
As mentioned before, South Africa has a high percentage of
internet users. Putting this to context, there is a high
proliferation of mobile device amongst learners at institutions
of high learning. Whilst it is clear what these devices are used
for, academia is still struggling to adopt these technologies for
pedagogy. Most of the conversations around incorporating m-
learning originate from developed countries hence the need to
engage South Africa in such. It is believed that m-learning has
several advantages and they include the following [13]
x Can extend the borders of a formal classroom by
providing access to learning materials at anytime and
anywhere.
x Can provide access to information at very low cost.
x M-learning enhances interaction between instructors
and learners
x M-learning is a great opportunity for students and
instructors to continue to learn while on the move.
x Students in m- learning practice and undergo self-
centred learning with focus.
x M-learning is a great opportunity for just in time
training or review of content.
x M-learning facilitates collaboration among students and
instructors through both asynchronous and synchronous
communication techniques
Despite the obvious potential of incorporating m-learning
in institutions of higher learning, there are some potentially
destructive elements that make it difficult to incorporate these
devices. At the moment, the use of mobile devices in the
classroom is strongly prohibited in most institutions of higher
learning in South Africa. There is a high degree of deceitful
information and unscrupulous online society that poses a
serious threat to learners. With that in mind, most institutions
of higher learning do not permit usage of such devices. Also, as
known to most, mobile devices are used for social networking
sites most of the time, therefore they are not viewed as devices
that could improve learning but destruct learners. Just as there
are several advantages that comes with the use of such devices,
there are also limitations that are notable and they include the
following [13]
x M-learning may allow learners to cheat especially if
there are no measures in place to monitor them.
x M-learning can also give learners with a technical
acumen an advantage in terms of system and device
usage over non-technically learners.
x M-learning can isolate those learners who may not have
access to mobile connectivity.
x Some networks may have problems in uploading a lot
of materials due to the constant upgrades of software.
x M-learning may also require an additional learning
curve for non-technical faculty and students which
might introduce a burden in adoption.
x M-learning cannot augment practical hands-on lessons,
such as laboratory experiments for chemistry students.
IV. UNIVERSITY TASKS RELATED TO M-
LEARNING
A. Enrolment
In simple terms, this is the process by which an individual
registers to become a planned participant with an institution
such as an institution of higher learning. There are several
events and activities that are associated with it and they
include, enrolment day which is that day that sign-up occurs,
enrolment system which is a tool or system employed by the
university to assist with enrolment, enrolment number which is
a specific unique number associated with an individual in a
particular setting, enrolment period which is the period that the
university opens so that individuals can sign-up and lastly
enrolment verification which is a written confirmation about
past or current sign-up with the institution.
B. Teaching and learning
Teaching is the ability to transfer knowledge by organizing
the subject matter, connecting the subject with the learner’s
previous finding useful analogies and examples, presenting
current thinking on the subject, and establishing appropriate
emphases [14]. Whilst learning is a dynamic process which
requires that the learner work with and apply new material to
past knowledge and to everyday life. Some of the methods
that encourage active learning in the classroom are:
discussions, practice sessions, structured exercises, team
projects, and research projects. These are some on the most
important activities in any institution of higher learning as it
sets out to transfer knowledge.
C. Research and innovation
Research is an investigation of finding solutions to
scientific and social problems through objective and
systematic analysis [15]. They posit that, it is a search for
knowledge, that is, a discovery of hidden truths, while
innovation is the introduction of change via something new. It
consists of three fundamentals which are innovator (who),
innovation (what) and the process of innovation (how). A
close look to the above shows that this concept of innovation
for it to materialize, there has to be a certain level of research
that is done by the researcher (who), the research (what) and
the process of research (how). In this context, institutions of
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higher learning embark on this journey in order to find new
knowledge that will bring changes in how we do things.
D. Assessment of learning
Assessment is the systematic collection, review, and use
of information about educational programs undertaken for
the purpose of improving learning and development [16].
There are several types of assessment and they include the
following: Educational assessment which is used to measure
academic achievement, vocational assessment which is used
to measure career interests, job aptitudes and skills, and work
capacities, psychological assessment which measures
neuropsychological, behavioral, social, and emotional skills
and abilities and lastly medical assessment which measures
physical and functional capabilities such as vision or speech.
However, this study is concerned with academic and
vocational assessments as they are common in institutions of
higher learning.
E. Collaboration
This involves working together towards a common goal.
Institutions of higher learning from time to time engage one
another in order to transfer skills and knowledge in the form
of group work. According to [17], this type of learning has
been called by various names such as cooperative learning,
collaborative learning, collective learning, learning
communities, peer teaching, peer learning, or team learning. It
is in this type of learning that learners take responsibility for
one other’s learning and their own.
V. FINDINGS
This study was concerned with the use of m-learning to
improve teaching and learning in South Africa. One of the
objectives was to find out if indeed many learners possess one
or more mobile devices as literature suggested. From data
collected, it was found that 8 out of 10 students possess a
smartphone and one tenth have a feature phone, whilst a small
percentage of those without any form of phone shows that
they once had one either it was stolen, lost or damaged. Over
and above this, we gathered that already some learners have
started using these devices for pedagogical reasons. 50% of
our respondents were already performing one or more
university tasks with a mobile device. Interesting to find was
the fact that these learners were not aware that using these
mobile devices for pedagogy was m-learning. They viewed it
as taking advantage of a device that one has. The major
advantages of using mobile devices resonate highly with most
of the respondents. They showed that the costs associated with
m-learning, flexibility and the implication that they will no
longer be forced to go to class were high motivation for use of
such devices.
VI. CONCLUSION
It is clear that these devices are relatively new in education
in South Africa. This then means that there will be unforeseen
impacts on the roles both the instructors and the learners.
Researchers [18] posit successful transition of roles and
responsibilities in a mobile setting can move education
towards a truly learner-centered model in which “They have to
construct knowledge and reflect on thoughts and experiences
constantly”. This will help shape a traditionally complex
learning experience that can offer supplementary and
probably, additional and influential ways of encoding
information, recall, and knowledge transfer.
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