Learning innovation for future education often includes digital approaches to enhance learning and to contribute to the development of twenty-first-century skills. There is evidence that mobile learning provides positive outcomes. However, there is a recognized lack of research in the field of frameworks and models that contributes to highlighting mobile learning rewards. This study aims to investigate the main characteristics of a strategic framework for the adaption and sustainable use of mobile learning. This study is based on a systematic review of 15 investigations published between 2009 and 2018. An adaptation of the strategic management framework by Jauch and Glueck (Business policy and strategic management, McGraw-Hill, London, 1988) was developed to show the results. The framework has a pedagogical foundation. Leaders, teachers, learners, families, and community members are identified as the key pillars upholding and maximizing mobile learning. The proposed framework is envisaged to serve as a guide for the educational community in implementing sustainable mobile learning.
Numerous studies show positive cognitive and affective results regarding the adoption of mobile learning; however, adoption levels are low, and when mobile learning occurs, it is not always based on innovative pedagogies. The main objective of this study is to identify and analyse key design principles to develop a model for the adoption of mobile learning in education. This research is based on a systematic review of 20 publications. The findings reveal that most of the current studies focus on the adoption of mobile learning and the design and development of systems and applications. Additionally, these are mostly aimed at educators and instructional designers. Finally, the main dimensions that support the theoretical frameworks are the collaborative, social and communicative, contextual and spatial, pedagogical, technological, and strategic dimensions. Based on these findings, this study presents seven design principles for the adoption of mobile learning.
This study investigates the interaction among factors affecting the effectiveness and consistency of frameworks for adoption and sustainable use of mobile learning. The research was designed according to a mixed-methods paradigm, including a literature review and a systematic review. A total of 362 factors were identified in the literature review of 75 studies. Twenty-five studies were included in the systematic review. The findings derive a five-discrete-dimension cluster that matter the most in isolation and as an orchestrate scenario: technological resources; digital literacy; pedagogical, behaviour, attitudes and ethics; and leadership. The findings could be useful to any schools which are thinking about introducing or amplifying mobile learning in their curriculum in order to prioritize and manage strategic initiatives.
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