Towards a pedagogical and sociotechnical framework for the strategic integration of mobile learning in higher education in low and middle income countries

Okai-Ugbaje, Safiya

doi:10.1080/07294360.2020.1773768

Cited by 11 publications

(13 citation statements)

References 28 publications

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“…Some studies have started to investigate the effect of quality measurements on the usability of mobile learning, specifically during COVID-19. These studies confirmed that quality measurements might support the discovery of quality aspects important to ensuring the actual usage of mobile learning applications [59][60][61][62][63]. As a result, these studies have recommended that quality measurements play a critical role in improving the quality of numerous kinds of educational applications, such as learning management systems, e-learning systems and mobile learning applications [59][60][61][62][63].…”

Section: Literature Review and Research Backgroundsupporting

confidence: 54%

The Role of Quality Measurements in Enhancing the Usability of Mobile Learning Applications during COVID-19

et al. 2022

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Despite numerous studies offering some evidence about the significance of quality measurements in enhancing the success of m-learning applications, there are still limited studies about the role of quality measurements in promoting the usability of mobile learning systems. Therefore, our study explores the role of quality measurements in promoting the usability of m-learning systems during COVID-19. The results revealed that the service quality, information quality and system quality are the most important factors affecting mobile learning usability among learners during COVID-19. Moreover, these findings are valuable for classifying the significance of these quality elements, which provide guidance on assigning quality aspects to improve this mobile learning usage during COVID-19 in higher education institutions.

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Section: Literature Review and Research Backgroundsupporting

confidence: 54%

The Role of Quality Measurements in Enhancing the Usability of Mobile Learning Applications during COVID-19

et al. 2022

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“…Arguably, any of the models or frameworks from the context of educationally advanced countries may apply to learners in LMICs. However, caution should be taken in importing pedagogical solutions from educationally advanced to less-advanced countries due to differences in educational opportunities in the regions (Apiola & Tedre, 2012 ; Okai-Ugbaje, 2021 ). A good example is that many LMICs have a deficit in resources required to provide adequate pedagogical support to both faculty and students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…A good example is that many LMICs have a deficit in resources required to provide adequate pedagogical support to both faculty and students. Thus, the most practised and culturally familiar pedagogy is the didactic lecture, whereby students are mainly passive learners (Kuchah, 2018 ; Okai-Ugbaje, 2021 ). This stands in sharp contrast to the more student-centred pedagogies in advanced countries.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The most practised pedagogies in many higher institutions of learning in LMICs are the teacher-centred approach and traditional didactic face-to-face delivery, where educators are revered, and intellectual interchanges between students and educators are not widely practised (Apiola & Tedre, 2012 ; Damon et al, 2016 ; Muianga et al, 2018 ). Instead, students are passive recipients who memorise rather than conceptualise the content received (Okai-Ugbaje, 2021 ). In developing a framework for LMICs, it is essential not to ignore these realities but instead integrate technology to ensure synergy between existing practices and proposed solutions.…”

Section: Creating the M-learning Contextual Framework For Lmicsmentioning

confidence: 99%

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A mobile learning framework for higher education in resource constrained environments

2022

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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.

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“…The concept of learning by Ugbaje [22] towards a pedagogical and sociotechnical integration using mobile learning provides many benefits for lecturers and students. On the other side, Kalogiannakis and Papadakis [23] showed how technology affected educators' increasing pedagogical training.…”

Section: Introductionmentioning

confidence: 99%

Interactive Mobile Technologies on Civic Education Learning in Higher Education

Japar

Kardiman

Raharjo

et al. 2021

Int. J. Interact. Mob. Technol.

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This study aims to describe the process of developing mobile learning on social tolerance material in higher education. Data collection was carried out using the Instructional Development Institute model Grabowski. The control class learning outcomes of 40 students get an average value of 73.25, while the experimental class learning outcomes of 40 students get an average value of 83.25. Furthermore, to find out the significance of the differences in learning outcomes between the two classes, a t-test was performed by conducting a normality test and a homogeneity test. Significant value is obtained for the control class of 0.153 and the experimental class of 0.601, so it can be concluded that the data are normally distributed because > 0.05.

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Towards a pedagogical and sociotechnical framework for the strategic integration of mobile learning in higher education in low and middle income countries

Cited by 11 publications

References 28 publications

The Role of Quality Measurements in Enhancing the Usability of Mobile Learning Applications during COVID-19

The Role of Quality Measurements in Enhancing the Usability of Mobile Learning Applications during COVID-19

A mobile learning framework for higher education in resource constrained environments

Interactive Mobile Technologies on Civic Education Learning in Higher Education

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