Trends, drivers and barriers influencing cloud computing services for mobile interactions in teaching and learning

Abstract

The potential of cloud computing services (CCS) for supporting teaching and learning has been widely recognized, especially for mobile interactions. However, the multifaceted nature and rapid development of computing technology has complicated adoption and optimal application. This study investigated the trends, drivers and barriers influencing CCS for teaching and learning with mobile interactions both from a literature perspective and an educator's perspective. We structured the research in terms of three goals: The first goal was that of providing an overview of current literature on the topic of CCS for mobile interactions. To that end, a systematic literature review was conducted (literature from 2010 to 2016) to present an overview of the topics researched, as well as the determinants (including drivers and barriers) and opportunity areas in the field. The second goal was to get the perspective of educators on the determinants and enablers of CCS for teaching and learning with mobile interactions in the South African school context. Facilitators and teachers at South African schools in the Gauteng Province were interviewed towards obtaining that perspective. The third goal was to draw on the findings from literature and the insights gained from educators in South African schools towards identifying the barriers and enablers relevant to informing future research and practice.

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