Towards a theory of mobile learning : the design of learning spaces for the higher education landscape

Abstract

This thesis is based on an analysis of the position of mobile learning within learning and instructional design theories in Higher Education. It seeks to understand the concept of mobile education or mobile learning, the technology of mobile learning and its interactions with other media of learning. It also aims to unlock the relationship between the learning theory and mobile learning as well as the position of mobile learning, handheld and wireless technologies at universities. The research design, approach, methodology and methods of this study were framed around the qualitative grounded theory. This approach guided the process of collecting and analysing data as well as the discussion of key findings. The data was gleaned from personal interviews and analysis of literature. The analysis of the data focused on the social, economic, ideological and technological dynamics and the way they have shaped the complex landscape of mobile learning in higher institutions of learning. It also concentrated on the recurrent paradigm shifts and changes and their implications for teaching and learning in higher institutions. The analysis of data uncovered several issues that are pertinent to our understanding of mobile learning. For example, it revealed that mobile learning is not about the mobile technology but rather about the learner and the learning experience, with the media playing the role of an instrument for mobilising learning and instruction. It also led us to the conception that mobile learning has the potential to promote outdoor learning. This is because this type of technology provides learners with information that they need about their learning context. Finally it was evident from data that learning was moving away from process to an institutional social phenomenon. It has acquired asocial institutional meaning in conceptions such as the learning society and organisation as well as lifelong and ubiquitous learning. In this light, this study concludes that integrating classroom-based learning with informal mobile learning can add value to formal classroom-based learning and it can also enhance learners' overall learning experience. Moreover, although the concept of learning space is not restricted to online learning, it is likely to create new learning spaces. The project also concludes that mobile learning resonates with the learning and instructional design theories such as the associative, constructive and situated learning theory.