Mobile learning in a Global Context: a training analysis

Abstract

Interest in delivering training, especially via innovative methods (m-learning), has received increasing attention over the past decade [12]. While many believe that there is a global market for m-learning programmes (especially using English), very few have much experience outside of their home market. Although there is considerable work on cross cultural aspects [9], there are few studies that consider how different cultural groups perceive training requirements. The current work is an exploratory study designed to investigate what Eastern participants feel are important aspects of training: communication; student support; design issues; and working with learning environments. The discussion centers on essential elements to be considered during, and for the development of, an m-learning or blended training programmes, across cultures.

Mainstreaming ICT Mobile in Teaching Large Classes in Higher Learning Institutions in Tanzania: The Case of Ardhi University

“…Mobile learning brings unprecedented opportunities for both education institutions and governments as well (Quinn, 2000). In the context of education institutions, many higher education managers have seen mobile learning as a way of extending the reach and hence increasing revenues (Murphy, 2006). Zarei and Safdari (2012) also noted that, when there is an interaction of the learning material, technological platform and the wireless network mobile learning is crucial.…”

A comparative study of the effects of cultural differences on the adoption of mobile learning

“…The relative advantage of mobile learning over traditional learning methods comes from unique features of smart phones, including ubiquity, flexibility, accessibility and “always‐on” connectivity. Due to the these unique features of smart phones, mobile learning can extend educational opportunities to all socio‐economics levels, encourage a sense of responsibility and afford learners with greater individualism, mobility and ubiquity compared with traditional learning methods (Attewell, ; Franklin, ; Klopfer & Squire, ; Kukulska‐Hulme, ; Kukulska‐Hulme & Traxler, ; Murphy, ; Naismith, Peter, Giasemi & Sharples, ; Pei‐Luen, Gao & Li‐Mei, ; Savill‐Smith & Kent, ; Sharma & Kitchens, ).…”

Mobile Learning Adoption: The Case of Malaysian University Students

“…ML is described as a learning process which takes the advantages of mobile devices, ubiquitous communications technology and intelligent user interfaces [15]. In universities, ML helps educational institutions to enhance the accessibility, interoperability and reusability of educational resources, and also to improve flexibility and interactivity of learning behaviors at convenient times and places [10]. For learners in general, ML facilitates the use of previously unproductive time, enables learning behaviors regardless of time and place; and brings about the great possibilities for personalized, customized and context-aware learning support services [8].…”