Mobile devices in the mobile learning process

There are various categories of mobile learning platforms. Following the definitions

of mobile learning discussed in section 3.5, the most common attribute of mobile

learning devices is the ability to provide the learner with a pervasive learning

environment. The choice of which platform is relevant for learning is largely

dependent on the cost of the device, the features it offers and most importantly the

ability of the device to support set learning goals (Naismith et al., 2004). Some initial suggestions for mobile learning platforms included laptops, digital personal

assistants, palmtops and the mobile phone. These devices enable the simplest form

of learning to occur by using applications that are already available on the device,

such as note-taking through basic note-taking applications and simple text

messaging of educational content between teachers and learners. The devices

differ in price with mobile phones being the most affordable. However, mobile

phones only provide limited features to support mobile learning platforms in

comparison with other devices such as tablets and palmtops. The cheaper devices

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and small screen sizes causing heuristic problems. However, the choice of which

device is best suited to the target mobile learning process is still based on the cost

of the mobile device and the features which are needed in the mobile device to

enable the mobile learning process to occur (Georgiev et al., 2004). With a fast growing mobile device industry, mobile software and hardware have advanced with

new additions of tablet computers such as iPads and smartphones enabling

advanced wireless and software features that are able to support mobile learning

both through basic applications available on the devices and external applications

which can be modelled for the mobile learning process. For this research, we

consider both feature and non-feature mobile phones as ideal mobile learning

devices being that, in comparison with other devices, they are the most financially

accessible mobile devices for communities of every description, especially in

developing countries (Georgiev et al., 2004; ITU, 2013) .

Mobile phones are considered to be the most affordable methods of providing

ubiquitous learning because they are reasonably priced yet providing services that

are also available on laptops or location-confined devices (Cavus and Ibrahim,

2009). Features that some people may consider as basic to a mobile phone are now

used effectively as support in the field of education. Simple text messaging services

have, for example, become an effective way of sending and receiving queries and

responses in an m-learning situation (Balasundaram and Ramadoss, 2007).

Mobile phones in the 21st century also display features that were previously only

available on large desktop computers and which make them improved platforms to

support the process of mobile learning. The advancement of mobile capabilities is

also supported by competitive, compact hardware features, ever improving network

connectivity and continuously advancing mobile operating systems and software

(McCammon, 2009). Over the years mobile phones have moved from being

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smart phone as the term used to describe modern feature mobile phones. The average smart phone is now composed of basic desktop computer features such as

office tools, email services, wireless connectivity and many other features

(Charlesworth, 2009). There are more than seven internationally popular mobile

phone brands that competitively advance their product releases to meet the growing

demand of mobile phone usage. The availability of wireless Internet and wireless

mobile connections, such as Bluetooth, facilitate the link between mobile phones

and other systems (Liu et al., 2003). Through the use of basic GPRS and other technologies, videos of college lectures and other learning material can now be

accessed by students on their mobile phones (Wang et al., 2009). Suki (2007) has shown that people who regularly use their mobile phones more easily engage in m-

learning activities, gaming and other services, in comparison to people who

infrequently explore their mobile phones. The younger generation spends the most

time on mobile phones making it easier for them to cope with any new additions to

the device.

Positive and negative aspects continue to arise in the evolution of m-learning,

showing the need for constant improvement in the field. Some issues arising

include:

 Mobile devices can be both attractive and distracting in a learning process;  Differing mobile device sizes limit the functions of the learning software,

leading to limitation in the realisation of m-learning as an effective or

comprehensive learning environment;

 Initial ease of use and subsequent adaptation to tasks allocated through m- learning, can be a challenge to some learners and teachers in comparison to

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Despite these challenges, mobile phones continue to emerge as the most

accessible digital learning platforms. In a study undertaken by Foko (2009), the

following issues were established in relation to the potential of mobile phones as

supportive m-learning tools amongst young South African students:

 Mobile phone use is inevitable amongst both wealthy and deprived

communities in South Africa as a result of their wide accessibility and falling

prices;

 Most learners prefer a dominant mobile phone brand, a choice which can be

influenced by many factors, such as affordability and familiarity with the

brand;

 Effective mobile learning environments will be limited to the few learners

who have Internet access, cameras and other features available on their

mobile phones, in contrast to learners who are limited in their ability to

purchase compatible mobile phones;

 Most learners explore the functions of their mobile phones and agree with

their potential as mobile learning tools.

These key factors strengthen the underlying argument that mobile phones are

relevant m-learning tools that can be used to support learning in an under-resourced

environment. Problems of phone accessibility amongst learners and teachers will be

progressively overcome as mobile phones companies fight to keep their prices low

in the market while improving their features. These developments do not however

limit the potential of other devices serving as possible mobile learning devices in

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3.7

Developing mobile learning systems: authoring vs.