benefits and challenges of mobile learning implementation

1. KPT 6044 - T8: PENULISAN DAPATAN KAJIAN E-LEARNING
LOH SOOK KWAN M20131000817 Page 1
LITERATURE REVIEW
Benefits and Challenges of Mobile-learning implementation
Mobile learning is defined as the provision of education and training on mobile devices:
Personal Digital Assistants (PDAs), smart phones and mobile phones. These devices now
fit in our pockets and can connect us to a variety of information sources and enable
communication nearly everywhere we go. There is considerable interest in exploiting the
almost universal appeal and abundance of these technologies for their educational use
(Naismith, et al: 2008).
There are many advantages by using mobile devices in teaching and learning. Mobile
devices have become attractive learning devices for education. The use of mobile devices
has become common among a wide range of age groups due to affordability and
availability (Newhouse, Williams, & Pearson, 2006). Besides, mobile devices are a
cheaper alternative compared to traditional E-Learning equipment such as PC‘s and
Laptops (master, 2004).
Furthermore, the use of mobile wireless technologies can overcome the limitation of
educational flexibility with wired technology. With the advantages of mobility, mobile
wireless technologies help improve efficiency and effectiveness in teaching and learning
(Maginnis, White, & Mckenna, 2000). The findings of Kim, D., Rueckert, D., Kim, D.-J.,
& Seo, D. (2013) suggest that mobile technologies have the potential to provide new
learning experiences. In these experiences, students can engage more frequently in
learning activities outside of class, providing them with more learning opportunities in
their community of practice.
According to a Project Tomorrow Speak Up survey, using a mobile device in school
helps middle school pupils increase their learning because 78 percent say it allows them
to check grades, 69 percent credit it with helping them to take class notes, 64 percent
enjoy its aid in accessing online textbooks, 56 percent say it helps them write papers and
do homework, 56 percent use it for calendar updates, and 47 percent indicate it helps
them learn about school activities. (Project Tomorrow Speak Up Survey, “From
Chalkboard to Tablets: The Emergence of the K-12 Digital Learner”, June, 2013, p. 10.)
The previous benefits, do not come without challenges. According to the results of
Foulger et al.’s (2013) survey in the United States, teacher educators are in the process of
investigating this innovation further, as “mobile technology in teacher preparation is
uncharted territory and they are taking a certain level of risk by exploring its possibilities”
(Foulger et al., 2013, p. 22). A number of challenges related to mobile technology
integration were reported, including ethical issues, lack of support, accessibility and
technical limitations, insufficient experience, mobile phone bans in schools, and
curriculum adaptations.
Educators and technology developers must consider the following key issues:

2. KPT 6044 - T8: PENULISAN DAPATAN KAJIAN E-LEARNING
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Context: gathering and utilizing contextual information may clash with the learner’s
wish for anonymity and privacy.
Mobility: the ability to link to activities in the outside world also provides students with
the capability to ‘escape’ the classroom and engage in activities that do not correspond
with either the teacher’s agenda or the curriculum.
Learning over time: effective tools are needed for the recording, organization and
retrieval of (mobile) learning experiences.
Informality: students may abandon their use of certain technologies if they perceive their
social networks to be under attack.
Ownership: students want to own and control their personal technology, but this presents
a challenge when they bring it in to the classroom. (Naismith, et al:2008).
Mobile technology can effectively support a wide range of activities for learners of all ages.
The development of a mobile infrastructure for the provision of nomadic learning will
meet this need and opening new scenarios for both the developing e-learning and the
telecommunication industry. M-learning can be used to solve the traditional learning
system problems. Both teachers and students need a proper and handy system to interact
with each other and facilitate the teaching system. The M-learning systems are not to
replace traditional classrooms but they can be used to complement the learning process in
our schools and universities.
References:
Kim, D., & Kim, D. (2012). Effect of screen size on multimedia vocabulary learning.
British Journal of Educational Technology, 43(1), 62–70. doi: 10.1111/j.1467-
8535.2010.01145.x
Maginnis, F., White, R., & Mckenna, C. (2000, November/December). Customers on the
move: m-Commerce demands a business object broker approach to EAI. eAI Journal, 58-
62.
Masters, K. (2004). "Low-key M-Learning: a realstic introduction of M-Learning to
developing countries"
Naismith, L et al (2008). Literature Review in Mobile Technologies and Learning.
http://elearning.typepad.com/thelearnedman/mobile_learning/reports/futurelab_review_1
1.pdf retrieved on 31.3.2008.
Newhouse, C. P., Williams, P. J., & Pearson, J. (2006). Supporting mobile education for
pre-service teachers. Australasian Journal of Educational Technology, 22(3), 289–311.

3. KPT 6044 - T8: PENULISAN DAPATAN KAJIAN E-LEARNING
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Foulger, T. S., Burke, D., Williams, M. K., Waker, M. L., Hansen, R., & Slykhuis, D. A.
(2013). Innovators in teacher education: Diffusing mobile technologies in teacher
preparation curriculum. Journal of Digital Learning in Teacher Education, 30(1), 21–29.
Project Tomorrow Speak Up Survey, “From Chalkboard to Tablets: The Emergence of
the K-12 Digital Learner”, June, 2013, p. 10.