Mobile learning in research: the mobile learning process and its evolution

Over the years authors have used various approaches to define the concept of

mobile learning. No definitive definition thus exists with authors frequently

approaching the theory in relation to the context of its use (Kukulska-Hulme, 2009;

Kukulska-Hulme and Bull, 2009). Initial definitions of mobile learning (m-learning)

have focused on understanding m-learning “as a specialised type of e-learning (electronic learning) that uses a variety of mobile computational devices” (Lee and Chan, 2007: 203). Most commonly, mobile learning was initially viewed as an

extension of the concept of e-learning. Traxler’s (2005) comparison of both concepts (m-leaning and e-learning) highlights the essential differences between e-

learning and m-learning as being the learning instrument, the connectivity and the

method of communication in the two approaches of learning. In addition, e-learning

has been largely influenced by online education on computing devices where the

learning process is confined to a specific location.

One of the first recorded and commonly cited (Lee and Chan 2007) definitions of m-

learning was that of Quinn (2000) who defines m-learning as learning that occurs

through the support or use of mobile devices. Later, Traxler (2005:262) gives a

broader definition of, “any educational provision where the sole or dominant technologies are handheld or palmtop devices”. Two important key aspects can be observed in these definitions: the manner in which the learning process occurs and

the mobility of the learning device. Kukulska-Hulme (2009) also emphasizes the

importance of mobility in mobile learning, highlighting it as a key consideration in

creating a mobile learning environment. El-Hussein and Cronje (2010:20) defined

mobile learning as, “any type of learning that takes place in learning environments and spaces that take account for the mobility of technology, mobility of learners and

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technology and the learning process as the most important aspects of the mobile

learning process.

Considering these definitions, it becomes evident that mobile learning has

introduced mobility to the learning process as a progressive advance on the e-

learning process. The introduction of mobile learning not only involved changing the

method of education delivery but also brought about a paradigm shift in the method

of learning. The role of mobile learning in pedagogy should, however, be driven by

pedagogy rather than technology because the mobile device plays the role of

enhancing the mobile learning process rather than defining the process (Naismith et al., 2004) .

There has also been a rapid development in mobile learning initiatives across the

world. Since the inception of mobile learning, one of the first documented mobile

learning initiatives was in the United States where a lecturer in the Department of

Music of the Central University of Washington introduced a method of teaching

music composition through the use of mobile devices. Here, the platform for design

was mini-music software. Students completed their compositions and submitted

them for evaluation by means of a mobile device (Kukulska-Hulme and Traxler,

2005) .

In the United Kingdom, the rural institutions of Dewsbury College and Thomas

Danby College in West Yorkshire and Bishop Burton College implemented their own

form of mobile learning. The main purpose of this innovation was the use of

technology to allow learners in satellite campuses to receive the same resources as

the learners in the main campuses. For example, one of the classes used mobile

pod casts for their English lessons. Learners could also go home after English

lessons and review the day’s work by listening to audio files of the class. This method made their understanding and pronunciation of English much simpler and

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Al-Fahad (2009) performed a case study in Saudi Arabia to evaluate students’ perspectives on the possibility of mobile learning as part of a formal education

system. The study took place in an institution of higher education. The results

displayed both negative and positive contributions on the part of students. To

summarize, students felt that a learning method which is not bound by place was

foreseeable and much welcomed. The concerns of most students were that some of

them would not have access to mobile devices due to various factors such as

affordability. Other issue raised included the worry that a poor network infrastructure

would set back the implementation of such an initiative. These concerns may have

changed with time as the study was one of the early studies conducted in the

research area of mobile learning.

Higher learning institutions have often taken the lead in mobile learning initiatives

with for example Shanghai Jiaotong University which introduced mobile learning

with the delivery of live education through mobile devices (Wang et al., 2009).

With establishments such as MoLeNET, the Learning Lab at the University of

Wolver Hampton which were some of the first institutions dedicated to advancing

mobile learning research, Europe had become one of the earlier leading continents

to present the advancement of mobile learning (Attewell et al., 2009; Thelearninglab, 2009) .

With the international uptake of mobile learning research there has now been

advanced mobile learning initiatives throughout the world, advancing research into

areas which include amongst others, mobile-assisted language learning which

focuses on improving the process of language learning through mobile platforms

(TRIF, 2013) and the new approach of providing learning through online support

through mobile MOOC (Massive Open Online Course) inspired by the objective

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In Traxler (2013) the advancement of mobile learning is reflected upon from its

origins also reflecting its advancement towards introducing a theory of mobile

learning which became the basis on which many successive mobile learning

initiatives were built upon. Apart from the dedicated growing mobile learning

conferences, there is also the dedicated annual UNESCO mobile learning week that

began in 2011, which showcases the development of mobile learning in all

continents providing reports that document policies surrounding mobile learning

enablement, mobile learning supporting teachers in schools, and mobile learning

initiatives supporting learning throughout the world (UNESCO, 2013). These

developments reflect the increasing progress that the field of mobile learning

continues to make.