Mobile Learning in Higher Education

Mobile Learning in Higher Education

Rui Zeng (University of Texas Health Science Center at Houston, USA) and Eunice Luyegu (Franklin University, USA)
DOI: 10.4018/978-1-61350-080-4.ch015

Abstract

In recent years, there has been an explosion in the growth of mobile learning across all sectors of education. Keen interest in mobile learning has led to a proliferation of views, perspectives, and diverse activities underpinned by different learning theories. This chapter focuses on various dimensions of mobile learning, including definitions, theoretical dimensions, mobile learning applications in higher education, and future research directions. Mobile learning is still an emerging and immature field. The chapter provides broad definitions and discussions of mobile learning drawing upon existing work. By exploring the experiences and views of various researchers, the chapter reveals the opportunities and challenges involved with mobile learning.
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Definitions Of Mobile Learning

The explosive growth of mobile devices that support personal communication are accelerating the transition away from desktop web-based application and are transforming social notions of discourse and knowledge. Today’s mobile devices have strong computing capabilities with high-frequency central processing unit (CPU). Wrist-worn devices, mobile phones, handheld computers, web pads, pen tablet computers, laptop computers, and so forth have been widely used in mobile learning (Sharples & Beale, 2003). These devices put convenient multimedia service applications into practice with friendly human computer interfaces and operation modes. Through a variety of network connection techniques, the devices can also access abundant network resources. These devices have been deployed as learning tools in both formal and informal learning contexts and have been used from small-scale, short terms trails to larger, more sustained and blended deployment (Traxler, 2009).

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