Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education

Abstract

This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education.

Obstacles to Applying Electronic Exams amidst the COVID-19 Pandemic: An Exploratory Study in the Palestinian Universities in Gaza

“…Digital equity is a major barrier to access to higher education globally. Roughly four billion people worldwide have no access to the internet [23], while one billion live in areas that are not covered by mobile broadband networks [24]. Even where ICT services are available, the high cost of connectivity relative to income presents a problem of affordability [25].…”

Student perceptions and mobile technology adoption: implications for lower-income students shifting to digital

“…In developing nations, gender may impact digital literacy, with women being less likely to use technology, and in some nations, less of an emphasis on ICT in education overall compared to developed nations affects digital literacy among men and women (Hamutoglu et al 2020 ; Kaliisa and Picard 2019 ). Several developing nations are experiencing rapid growth in access to mobile devices and increases in access, but parts of sub-Saharan Africa, South Asia, the Middle East and North Africa still lack access to mobile Internet connectivity, particularly in rural areas (Kaliisa and Picard 2019 ).…”

“…In developing nations, gender may impact digital literacy, with women being less likely to use technology, and in some nations, less of an emphasis on ICT in education overall compared to developed nations affects digital literacy among men and women (Hamutoglu et al 2020 ; Kaliisa and Picard 2019 ). Several developing nations are experiencing rapid growth in access to mobile devices and increases in access, but parts of sub-Saharan Africa, South Asia, the Middle East and North Africa still lack access to mobile Internet connectivity, particularly in rural areas (Kaliisa and Picard 2019 ). Despite the significant differences between the students studied in Joo et al ( 2016 ) and populations where social and economic disparities impact digital literacies, Joo et al ( 2016 ) provide evidence that students may persist in using mobile technology for learning though using a mobile device may be difficult.…”

The Application of Mobile Learning for University Students in the Pancasila Education Modul in Developing Character of Students' Empathy

“…They support the teachers with a lot of application that can improve the learning experience. In a study regarding the improvement of learning experience, teachers argue that distance learning can help them to make student enjoy (Kaliisa & Michelle, 2019;Bai, 2019). It is probably because students can feel enjoyment while studying at home.…”

“…At the tertiary level, mobile learning can be used to teach several subjects, so that students can naturally improve the learning process by using applications. However, to use mobile learning in the learning process, it takes several abilities or skills that need to be possessed, both by the students and by the teaching staff (Kaliisa & Michelle, 2019). In order to use the application, some students and teachers need to learn how to connect and have a wide range of sources to improve the skill (Grant, 2019;Alasmari & Zhang, 2019).…”