Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 31824
Learners- Perceptions of Mobile Devices for Learning in Higher Education - Towards a Mobile Learning Pedagogical Framework

Authors: Conradie, P.W., Lombard, A., Moller, M.


The dramatic effect of information technology on society is undeniable. In education, it is evident in the use of terms like active learning, blended learning, electronic learning and mobile learning (ubiquitous learning). This study explores the perceptions of 54 learners in a higher education institution regarding the use of mobile devices in a third year module. Using semi-structured interviews, it was found that mobile devices had a positive impact on learner motivation, engagement and enjoyment. It also improved the consistency of learning material, and the convenience and flexibility (anywhere, anytime) of learning. User-interfacelimitation, bandwidth and cognitive overload, however, were of concern. The use of cloud based resources like Youtube and Google Docs, through mobile devices, positively influenced learner perceptions, making them prosumers (both consumers and producers) of education content.

Keywords: Active learning, education, mobile learning, pedagogy.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1981


[1] F. N. Al-Fahad, "Students- attitudes and perceptions towards the effectiveness of mobile learning in King Saud University, Saudi Arabia", The Turkish Online Journal of Educational Technology, vol. 8, pp. 111-119, 2009.
[2] L. Amhag and A. Jakobsson, "Collaborative learning as a collective competence when students use the potential meaning in asynchronous dialogues", Computers & Education, vol. 52, pp. 656-667, 2009.
[3] N. Baya-a and W. Daher, W., "Learning mathematics in an authentic mobile environment: the Perceptions of Students", International Journal of Interactive Mobile Technologies, vol. 3, pp. 6-14, 2009.
[4] V. Braun and V. Clarke, "Using thematic analysis in psychology", Qualitative Research in Psychology, vol. 3, pp. 77-101, 2006.
[5] V. Catoni, M. Cellario and M. Porta, "Perspectives and challenges in elearning: Towards natural interaction paradigms", Journal of Visual Languages and Computing, vol. 5, pp. 333-345, 2004.
[6] C. Chen, "The implementation and evaluation of a mobile self- and peerassessment system", Computers & Education, vol. 55, pp. 229-236, 2010.
[7] C. M. Chen, and S. H. Hsu, "Personalized intelligent mobile learning system for supporting effective English learning", Educational Technology & Society, vol. 11, pp. 153-180, 2008.
[8] D. Churchill and N. Churchill, "Educational affordances of PDAs" a study of a teacher-s exploration of this technology", Computer & Education, vol. 50, pp. 1439-1450, 2008.
[9] J.W. Creswell, "Educational research: Planning, conducting, and evaluating quantitative and qualitative research", Pearson Education.
[10] M. Dimitrova, M. Mimirinis and A. Murphy, "Evaluating the flexibility of a pedagogical framework for e-Learning", In Proceedings of the IEEE international conference on advanced learning technologies, pp. 291- 295, 2004.
[11] L. Dirckinck-Holmfeld and A. Lorentsen, "Transforming university practice through ICT - integrated prespectives on organizational, technological, and pedagogical change" Interactive Learning environments, vol. 11, pp. 91-110, 2003.
[12] C. Evans, "The effectiveness of m-learning in the form of podcast revision lectures in higher education", Computers & Education, vol. 50, pp. 491-498, 2008.
[13] J. Gilbert, S. Morton and J. Rowley, "e-learning: the student experience", British Journal of Educational Technology, vol. 38, pp. P. Goodyear and R. Ellis, "University students- approaches to learning" rethinking the place of technology", Distance Education, vol. 29, p. 141- 152, 2008.
[14] A. Granic, C. Mifsud and M. Cukusic, "Design, implementation and validation of a Europe-wide pedagogical framework for e-learning", Computers & Education, vol. 53, pp. 1052-1081, 2009.
[15] D. Hayes, "ICT and learning: Lessons from Australian classrooms" Computers and Education, vol. 49, pp. 385-395, 2007.
[16] B. Hayward, C. Alty, S. Pearson, and C.Martin, "Young people and ICT 2002: Findings from a survey conducted in autumn 2002",, 2008.
[17] J. Hedberg and K. Freebody, "Towards a disruptive pedagogy: Classroom practices that combine interactive whiteboards with TLF digital content", Retrieved 12 October 2012, sruptive_pedagogy.pdf, 2007.
[18] M. T. Keeton, "Best online instructional practices: Report of phase 1 of ongoing study", Journal of Asynchronous Learning Networks, pp.75- 100, 2004.
[19] T. Kelly and D. Bauer, "Managing intellectual capital via e-learning at Cisco", In C. Holsapple, Handbook on knowledge management 2: Knowledge directions, Springer, pp. 511-532, 2004.
[20] D. Ktoridou and N. Eteokleous, "Adaptive m-learning: technological and pedagogical aspects considered in Cyprus tertiary education", Recent Research Development in Learning Technologies, pp. 1-8, 2005.
[21] Y. Lan and Y. Sie, "Using RSS to support mobile learning based on media richness theory", Computers & Education, vol. 55, pp. 723-732, 2010.
[22] E. Guba and Y. Lincoln, "Naturalistic inquiry", SAGE Publications, 2000.
[23] S. Martin, G. Diaz, E. Sancristobal, R. Gil, M. Castro and J. Peire, "New technology trends in education: Seven years of forecasts and convergence", Computers & Education, vol. 57, pp. 1893-1906, 2011.
[24] P. Mishra and M. Koehler, "Technological pedagogical content knowledge: a framework for teacher knowledge", Teacher College Record, vol. 108, pp. 1017-1054, 2006.
[25] L. F. Motiwalla, "Mobile learning: a framework and evaluation", Computers & Education, vol. 49, pp. 581-596, 2007.
[26] M. Ocak, "Blend or not to blend: a study investigating faculty members perceptions of blended learning", World Journal on Educational Technology, vol. 2, pp. 196-205, 2010.
[27] B. Oliver, "Mobile blogging, ÔÇÿSkyping- and podcasting: Targeting undergraduates- communication skills in transnational learning contexts" Microlearning, vol. 107, pp. 587-600, 2005.
[28] F. Ozdamli, "Pedagogical framework of m-learning", Social and Behavioral Sciences, vol. 31, pp. 927-931, 2011.
[29] N. C. Ozuorcun and F. Tabak, "Is M-learning versus E-learning or are they supporting each other?", Social and Behavioural Sciences, vol. 46, pp. 299-305, 2012.
[30] D. Passey, C. Rogers, J. Machell and G. McHugh, "The motivational effect of ICT on pupils", es/RR523new.pdf, 2008.
[31] J. Pellegrino, S. Goldman, M. Bertenthal and K. Lawless, "Teacher education and technology: initial results from the "What Works and Why" project", Yearbook of the National Society for the Study of Education, vol. 106, pp. 52-86, 2007.
[32] Y. Punie, "Learning spaces: an ICT-enabled model of future learning in the knowledge-based society", European Journal of Education, vol. 42, pp. 185-199, 2007.
[33] G. Siemens, "Connectivism: A Learning Theory for the Digital Age",, 2004.
[34] J. Simuth and I. Sarmany-Schuller, "Principles for e-pedagogy", Social and Behavioral Sciences, vol. 46, pp. 4454-4456, 2012.
[35] K. Ullrich, "Constructivism and the 5 E model science lesson",, 2008.
[36] T. Volery and D. Lord, "Critical success factors in online education", International Journal of Educational Management, vol. 14, pp. 216-223, 2000.
[37] W. Wu, Y.J. Wu, C. Chen, H. Kao and C. Lin, "Review of trends from mobile learning studies: A meta-analysis", Computers & Education, vol. 59, pp. 817-827, 2012.