A systematic review on mobile learning in higher education: The African perspective

The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010...

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Vydáno v:TOJET : the Turkish online journal of educational technology Ročník 16; číslo 1; s. 1 - 18
Hlavní autoři: Kaliisa, Rogers, Picard, Michelle
Médium: Journal Article
Jazyk:angličtina
Vydáno: Adapazari Sakarya Üniversitesi Yayınları 01.01.2017
Sakarya University
Témata:
Access to Computers
Alignment
Authentic Learning
Barriers
Bilim-Teknoloji
College students
Colleges & universities
Communities of Practice
Computer Mediated Communication
Cooperative learning
Curriculum Design
Curriculum development
Distance learning
Educational Technology
Electronic devices
Electronic Learning
Eğitim Bilimleri
Families & family life
Foreign Countries
Handheld Devices
Higher Education
Higher education institutions
Incompatibility
Kişisel Gelişim
Learning
Literature Reviews
Management systems
Mobile phones
On-line systems
Reflection
Student attitudes
Student Participation
Teacher Student Relationship
Teaching Methods
Technological Literacy
Technology Uses in Education
Telecommunications
Türkiye
Sakarya
Africa
mobile devices
educational technology
developing countries
Africa
Mobile technologies
mobile learning
ISSN:2146-7242, 1303-6521
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Shrnutí:The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010 and 2016 on mobile learning in higher education in the African context to explore the application, impact and challenges of mobile technologysupported learning. Findings show that mobile learning within higher education institutions in Africa increased student and lecturer collaboration and, provide dinstant communication, increased student participation and engagement, facilitating authentic learning and reflective practice, as well as fostering learning communities. A change in the lecturers’ approaches to teaching also occurred. The findings also indicate significant challenges in integrating mobile learning in higher education institutions within Africa: poor technological infrastructure, lack of access to modern mobile devices, lack of mobile learning pedagogical skills among lecturers, poor attitudes among students and lecturers, and incompatibility of mobile devices with the university online management systems. Policies to guide the implementation of mobile learning were also lacking. Large-scale studies assessing the effectiveness of mobile learning within African higher education institutions are lacking and existing studies lacked a theoretical framework. The review highlights enabling conditions for successful integration of mobile learning in African institutions addressing access, training, curriculum design, support and technical requirements. The absence of studies reporting on existing mobile learning projects reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in this emerging field.
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ISSN:2146-7242
1303-6521