M-Learning and E-Learning Opportunities - Literature review Example

2. Literature Review 2.1. Introduction 2.2. E-learning E-learning is the use of electronic devices such as mobile phones, tablets and computers to access educational content. As noted by K.W. Chuang [2], e-learning is defined as the use of electronic media such as satellite broadcasts, internet, intranets, audio/video tapes, interactive TV, and CD-ROM for the provision of educational programs and the achievement of learning outcomes. Research has shown that besides basic online training, there is an array of tools and equipment that can be used in the provision of e-learning services. This equipment can either be synchronous such as real-time chat, video/audio conferencing, web-based conferencing, or asynchronous consisting of self-paced courses, email messages with mentors, and electronic discussion groups. With time, e-learning content has evolved from pure text to interactive content. This is a result of advances in communication and multimedia technologies which have made it possible to relay content via the internet. These possibilities increase a user’s interest in learning. When dealing with multimedia, it is imperative to index content so that it is retrieved efficiently. It is thus more challenging to deal with multimedia than with pure text [3]. A. Pena- Rios et al. [4], it is shown that our lifestyles have evolved such that new technology-based learning models have become increasingly available. Human beings possess a natural ability to process information and transform it into knowledge, skills, and behavior. This ability is known as learning. Furthermore, today’s learning methods which have evolved from traditional learning rely mainly on web-based material such as e-books and mobile learning tools. Learning through mobile technology is termed as m-learning, while learning through the web is termed as e-learning. M-learning has grown widely over the past few years due to a number of factors. First, the technology is cheaper than the one required for e-learning. The technology required for m-learning is any mobile device with adequate connectivity. Therefore, almost anyone with a mobile phone has access to m-learning resources. Mobile devices are also widely available and easy to carry around. It is due to these factors that m-learning has developed and continues to grow even in less developed countries. 2.3. M-Learning In these modern times, human beings rely heavily on phones, computers, and media services in order to function. These devices provide us with connectivity so that we are able to communicate wherever we are. It can therefore be deduced that the world is going mobile since people can communicate with each other wherever they are using portable devices [2]. When e-learning is integrated with these portable devices, it is then known as m-learning. M-learning encompasses the use of these mobile or portable devices in the process of learning [5]. This use of mobile devices in learning is considered a branch of e-learning [6] [7]. M-learning offers the student an extra feature or advantage whereby he can access learning tools from any location using the mobile devices. The integration of mobile technology into the education sector has contributed immensely to the enhancement of flexibility in the education process D. Furio et al. illustrate the various advantages of m-learning [5]. These include the provision of flexibility in education since m-learning is driven by small, portable and wireless mobile devices. These devices are also inexpensive, and can be used anywhere and at any time. The latest mobile device further enhance the learning process by incorporating wider and touchable screens, built-in digital cameras, and better connectivity [8]. Current mobile devices offer GPRS, Wi-Fi and 3G which enhance connectivity, and hence enhance the process of m-learning. Enhanced connectivity is making the application of mobile technologies in education more effective because these recent devices have better technical features. Using these new-generation devices, students can learn through games, applications, or courses designed specifically for these small and portable devices. These devices are therefore an important of the learning process in today’s world. Contemporary fourth generation (4G) wireless communication devices feature high data transfer rates, and effective client control [9]. It is therefore expected that with the introduction of these fourth generation devices in traditional learning systems such as and e-learning, the educational experience will further improve. There are four main characteristics of m-learning applications [7]. First, m-learning is ubiquitous and on-demand. This means that it is accessible in spite of the time or location of an individual. M-learning is capable of delivering the required educational content at any point of need. Secondly, another characteristic of m-learning is that the educational content that is presented by m-learning applications ought to be short in duration because it is typically accessed in environments where a user’s concentration will be easily distracted. For this reason, m-learning content is termed as ‘bite-sized’. Such content is typically accessed in parks, train stations, and other public areas. The third characteristic of m-learning is that it is blended. M-learning is rarely if ever used as the only way to deliver educational content. It is normally used to complement other sources of learning materials such classical teaching methods and e-learning. The fourth characteristic of m-learning is that it offers a platform for collaborative learning. Students can take advantage of the features of mobile devices such as Wi-Fi and 4G networks to collaborate with others and share ideas. For instance, students can through smart phones and other internet enabled mobile devices, share information and ideas on social media like Facebook and twitter. The internet also has an array of forums for students through which collaboration can take place. 2.3.1. The difference between the m-learning and e-learning M-learning, which is the short form of mobile learning is considered the next generation of e-learning. This type of learning is based on mobile devices and has extended the scope of e-learning to be ‘anywhere, and at any time’. Some scholars consider m-learning to be a progression of e-learning, with the added value of content mobility [7]. Mobile learning is an approach to the learning process whereby the student uses wireless mobile communication network technology and wireless mobile communication devices to access educational information, resources, and other educational services. According to P. Zhong and G. Zheng[10] the student also uses this technology to interact and learn in different environments. A Anani elaborates that m-learning can be considered as an extension of e-learning which is based on mobile devices such as personal digital assistants (PDAs), mobile phones, notebooks, or Tablet PCs [10]. These devices are portable meaning that m-learning can be carried out anywhere, and at any time. These devices must support wireless communication technologies (GPRS, GSM, IEEE 802.11, and Bluetooth). They must also have the ability to present teaching materials to the student, and facilitate synchronous and asynchronous communication between teachers and students. According to P. B. Muyinda [12], electronic learning (e-learning) is a type of learning using electronic media as tools to deliver instruction to students. M-learning is made possible by wireless, handheld and portable devices that electronic in nature. M-learning is considered a better approach because it allows for mobility of the learner, is flexible and convenient. 2.4. Benefits of M-learning Mobile learning is currently one the most useful tools in the world of ICT. M-learning offers many benefits to students due to its ubiquitous and flexible nature. First, it is reliable since a student can easily access learning material easily from wherever they are. This is because mobile devices are small in size and utilize wireless networks for communication. Another benefit that m-learning provides students with is the ability to collaborate with peers in the learning process. Online learning sites may provide a comments sections where learners can add their perspective on a topic, or seek better understanding. Mobile learning also combines education with entertainment to make learning more interesting. This approach is referred to as ‘edutainment’ [13]. 2.4.1. Interaction M-learning offers an ideal platform for students to interact with teachers and vice-versa. It also facilitates the interaction of instructors with each other so that they can share ideas [14]. According to M.F. Costabile et al. [15], m-learning allows students to interact with learning materials in various ways both outdoors and indoors. it can be therefore concluded that m-learning enhances the learning experience by enabling the learner to interact with various environments and still access learning materials. 2.4.2. Portability and Accessibility M-learning tools offer the benefit of being portable and easily accessible. For instance, PDAs are light and small, and allow the student to take notes and input data directly into the device [14]. C. Boja and L. Batagan elaborate mobile content can also be access from virtually anywhere and at any time [16]. Interaction between instructors and their students can therefore take place from anywhere and not just in the confines of a classroom. Another benefit of m-learning is that it offers a platform for collaboration to take place between students. For instance, through communication using mobile devices, students can work together on assignments even from different locations [14]. Such students use the same content, and may receive instant feedback and important tips. This mode of learning also enables students to collaborate better with their tutors by reducing communication barriers between the two [16]. 2.4.3. Increase Motivation When a learner owns a handheld device that he uses for purposes of m-learning, his commitment to the process increases [14]. This is because the student is able to use content on a device he considers personal. He therefore views learning differently and it less removed from the student’s day-today activities of texting and chatting. M-learning increases and maintains a student’s motivation to learning, and allows a more efficient utilization of time and resources and hence students are able to learn more effectively and at location they may be in [17]. M-learning also offers learners with an engaging mode through which to acquire knowledge [18]. Learners are also able to control and modify the learning approach to a form that suits them. The combination of education with entertainment (edutainment) also increases learner’s motivation by making learning fun and engaging for the learner [16]. These days, learning is also combined with gaming to further motivate learners. 2.4.4. Engaging Learners The m-learning approach to education provides many opportunities for learners to engage directly with the educational content. With m-learning, the learning process is more flexible and is able to accommodate learners with varied schedules [14]. Nowadays, many students are on the go and this flexible approach to learning is able to cater for them. 2.4.5. Connection The use of mobile technologies in learning enables learners to access various learning materials that are available in e-learning environments [14]. M. Sarrab, L. Elgamel, and H. Aldabbas state that this connection in spite of location and mobility enhances the learning experience, and facilitates the education students [19]. 2.5. Challenges and issues of M-learning Although m-learning offers tremendous benefits, it does come with some challenges. In recent years, there has been a rapid proliferation of mobile applications which has outpaced the development traditional software applications. However, these traditional software applications cannot be used directly in mobile devices due to an array of reasons such as interface issues, wide range of mobile devices, and variation in platforms in different devices. 2.5.1. Interface issues While m-learning offers a learner with many exciting possibilities, it is worthy to note that interface issues pose a challenge to both students and educators. Researchers have noted that mobile user interfaces provide a new approach to human-computer interaction such as the use of multi-touch interfaces, image and voice recognition, code scanning etc. According to M. Sarrab, L. Elgamel, and H. Aldabbas, these applications have not been previously researched and therefore guidelines on the use of these user interfaces do not exist [19]. B. Sattler, I. Spyridakis, N. Dalal, and J. Ramey state that another challenge that m-learning faces is the limited screen size of mobile devices, limited audio-visual capabilities, and difficulties with user input mechanisms due to limited device size [20]. 2.5.2. Technical Challenges Mobile technologies face an array of technical challenges when it comes to using them as m-learning tools. This is brought about by the immature nature of these technologies, and the resource limitation that accompanies m-learning tools [12]. Furthermore, the size of mobile devices brings about several limitations. The small screen size, small keyboards, small memory, slower processors, and smaller bandwidth pose constraints on the use of these devices for learning purposes. The wide range of mobile devices with varying capabilities and sizes also pose a great challenge to those who develop m-learning applications. M-learning devices range from tablets, mobile phones, and PDAs [21]. These devices by their very nature possess technical limitations such as small memories, short battery life, limited calculation and slow processors [22]. 2.5.3. Different mobile platforms Currently, there are six different mobile platforms that have a significant market share. These are android, iOS, Symbian, BlackBerry, Badu and Windows phones [19, 23]. Developing applications that can be used on all these platforms is often very difficult. All these platforms have different Software Development Kits (SDKs) and different libraries and methods of designing user interfaces. These platforms also use different programming languages (see figure 1 below). Devices using the same platform may be of different screen sizes and aspect ratios. This means that developers have to put in extra effort to make user interfaces scalable, or design different user interfaces for the wide range of screen sizes. Figure 1 2.5.4. Cost and Infrastructure The implementation of m-learning in institutions of higher education will remain inhibited until telecommunication companies can see the profit margin of such a scheme. Telecommunication companies must be convinced that providing m-learning services will generate a steady flow revenues. Researchers have noted that the cost of mobile learning tools could be prohibitive to most universities. The use of student’s own devices raises the issue of device compatibility with m-learning applications. Furthermore, the cost of mobile infrastructure and attitudes towards mobile devices vary in different countries. This means that it would be difficult to meet the needs of learners in different countries. According to B. Sattler, I. Spyridakis, N. Dalal, and J. Ramey it is worthy to note that the cost of mobile phone use varies across different countries, and could affect adoption rate, user attitude and the feasibility of m-learning [20]. In developing countries, the cost of setting up m-learning infrastructure is still quite high. The cost of bandwidth, high-end mobile devices such as tablets and smartphones and mobile airtime is relatively higher in developing countries than in developed ones [12]. Furthermore, high poverty levels in developing countries means that many learners may not afford m-learning. Therefore, if m-learning is to be established in these countries, sustainability plans will have to be put in place failure to which the system may fail. 2.5.5. Pedagogical Challenges The technological limitations of mobile devices pose pedagogical challenges in terms of how to integrate learning objectives with mobile applications so that meaningful learning can take place [12]. P. B. Muyinda points out that another pedagogical challenge is getting learners to use a constrained mobile device instead of a resource rich computer [12]. The value of learning that takes place through mobile devices is also sometimes questioned. M-learning needs value addition for if to be justified as a learning tool. M-learning should not just be about the ability to access learning material on mobile devices, but it should add value to the learning experience of a student. 2.6. M-Learning Devices The mobile device used to conduct mobile learning affects the manner and effectiveness of m-learning. There exists a wide range of mobile devices, each with its advantages and disadvantages. For different learning objectives, and different learners, different mobile devices are better suited for m-learning. There therefore exists a great need for informed equipment selection. Mobile devices must be able to effectively deliver the learning content, and provide instructors with two-way communication with their students. This requires the mobilization of mobile device manufacturers, convenience of network access facilities, learning aids, scalability, and real-time communication features [24]. Mobile devices are classified by the device size (notebooks, tablet PCs, PDAs, cell phones, or smartphones), and the type wire communication technology they use (GSM, CDMA, Wi- Fi, IEEE 802.11, Bluetooth, 3G, and 4G) [22]. According to P. B. Muyinda [12], M-learning is made possible through the use of mobile devices. These are devices that are small and light enough to be carried in a jacket or shirt pocket. These devices are therefore portable, and human beings interact with them on a daily basis whenever and wherever they are. They can therefore be used to provide pedagogic support to learners. Mobile technologies are today successfully applied in educational environments. This success can be attributed to the improvement of features on these devices according to S. Martin et al. [8]. New generation devices have larger, touchable screens, built in digital cameras, and connectivity to Wi-Fi and 3G in addition to GPRS. In some advanced devices, it is possible to find GPS receivers RFID, NFC readers, and smart card readers. All these new technologies thus give rise a new generation of applications. These new applications provide support to students by facilitating learning anywhere and at any time through games, applications and courses designed for mobile devices. C. Ciurea and P. Pocatilu [21], state that as smartphones become more popular, users prefer touchscreen devices. M-learning applications must therefore be developed taking into account user’s preferences. M-learning applications designed for smartphones must also be integrated with social network applications. The extensive interaction that people have with mobile devices, and their enhanced connectivity has made them indispensable tools in the learning process [25]. 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