Designing a Mobile Learning System for Higher Education: A Literature Review

Abstract

The proliferation of portable electronic devices and wireless networking is creating a change from e-learning to m-learning especially in higher education, and it increases collaborations, interactions, anywhere, anytime, student centre learning etc. Furthermore, Mobile learning gives learners possibilities to carry out learning tasks with or without connectivity to a virtual learning environment. Using appropriate communications channels supported by mobile devices, students are able to interact with fellow students as well as with teachers. Additionally, mobile devices support interactive educational systems with emphasis on the learner-to-content interaction. However, in designing learning activities for mobile devices there is a need to establish an appropriate theoretical framework (Baharom, 2013, Thomas, 2005; Collis & Moonen, 2001). The aim of this paper is to present a research framework and literature review for mobile learning environment.  The work is grounded in social constructivist theory, and associated learning theory of Conversational in order to derive attributes.  These attributes are: conversation, collaboration, creativity, content, context, technology, users, and pedagogy (Baharom, 2013; Prasertsilp, 2013; Mohammed and Alameen, 2014). Through these attributes, an iterative framework for a mobile learning environment is proposed to support teachers and instructional designers to create educational values, and provide students with a quality in mobile learning environment. In turn, this will to improve both instructors’ teaching and students’ learning experiences. Primary data collection and analyses will be conducted at Adamawa State University, Mubi, Nigeria to determine students’ readiness and institutional support for a mobile learning intervention.