A mobile learning framework for higher education in resource constrained environments

Abstract

It is well documented that learning oppourtunities afforded by mobile technology (m-learning) holds great potential to enhance technology-enhanced learning in countries and communities with low socio-economic conditions where web-based e-learning has failed because of limited infrastructure and resources. Despite the potential for m-learning, its actual uptake has been low. The extant literature in this sphere provides some theoretical insight, with evidence of limited on-the-ground practical studies that often do not progress beyond the pilot phase. Failure to embed sustainable learning opportunities has been attributed to the absence of a contextual framework suitable for the heterogeneous nature of many developing countries. This paper thus presents an m-learning framework that considers the sociocultural and socio-economic contexts of low-income economies. The framework is based on a range of studies conducted over four years, including the outcome of two empirical studies conducted in a Nigerian university. Documenting the research underpinning the design provides practitioners and policymakers with a framework for a potentially sustainable strategy for long-term mainstream m-learning integration in higher education in low-income countries.

Tech‐infused classrooms: A comprehensive study on the interplay of mobile learning, ChatGPT and social media in academic attainment

“…Okai‐Ugbaje et al. (2022) claim that M‐learning provides a flexible and individualized learning environment, and the strong positive correlation revealed through the regression model affirms this claim. It also coincides with current students' tendencies towards interactive and self‐directed educational experiences, which, as Lee and Jeon (2020) imply, is likely to contribute to the observed increases in academic performance.…”

“…Okai‐Ugbaje et al. (2022) argued that M‐learning capitalizes on the ubiquitous accessibility of mobile devices by providing learners with an individualized and adaptable learning environment. This strategy not only improves accessibility but also corresponds with the modern student's inclination towards interactive, self‐directed learning experiences, which may result in enhanced academic performance (Amjad et al., 2024; Lee & Jeon, 2020).…”

“…Initially, we reviewed the literature to find any relevant scale to measure the present study variables, but we failed to get the appropriate questionnaire. Considering the implications of TAM theory, we reviewed extensive literature on M-learning (Bernacki et al, 2020;Criollo-C et al, 2021;Janssen et al, 2021;Okai-Ugbaje et al, 2022), social media (Sabah, 2023;Yao et al, 2023;Zhang et al, 2020), ChatGPT usage (Alneyadi & Wardat, 2023;Cai et al, 2023;Fergus et al, 2023;Rudolph et al, 2023) and academic performance (Kaya & Erdem, 2021;Kim et al, 2019;Torres et al, 2020). These studies helped us to understand the concepts comprehensively and then to develop the questionnaire for the present study.…”

Mobile learning frameworks and pedagogy: A systematic review

“…Unfortunately, the article does not explain how these theories are combined into a pedagogy that can be supported by the framework. However, in a follow‐up article in 2022, there is a further exposition of these themes, and how applying these theories may bridge the cultural power distance between instructors and learners (Okai‐Ugbaje et al., 2022). An important question is whether mobile learning pedagogy can be seen as distinct from other pedagogies.…”

Digital learning about patients: An online survey of German medical students investigating learning strategies for family medical video consultations

“… 20 , 26 , 37 According to Aparicio's framework, which considers three main components—‘people,’ ‘technologies,’ and ‘services’—to enable digital learning, technology serves as a tool for human interaction, and ‘services’ include pedagogical models and instructional strategies that facilitate learning. 38 While other theoretical frameworks exist for digital learning, 39 – 41 there is a dearth of such frameworks specific to learning video consultations. Given the focus of this article on digital learning of video consultations, we discuss the relevant issues and considerations within the context of Aparicio's framework.…”