5G is the fifth generation (G) wireless network. Wireless network technology started with 1G in the 1980s, and subsequent generations have introduced and optimized capabilities such as calling, texting, and web browsing. 5G takes everything 4G LTE does and makes it better, faster, and more reliable. One 4G cell tower currently supports about 2,000 devices with some traffic delays. A 5G tower will support more than one million connected devices per square kilometer with negligible delays ( Ayyavaraiah, 2019 ). This quantum increase in bandwidth may alleviate cumbersome traffic loads required for smart classrooms, augmented reality, and virtual reality with greater ease ( Minoli & Occhiogrosso, 2019 ).
Published in Chapter:
Instant Messaging and Other Mobile Technologies to Subvert Voice Dispossession Among Underrepresented Online Doctoral Students
Connie Johnson (Colorado Technical University, USA), Jenna Obee (Colorado Technical University, USA), Samuel Sambasivam (Colorado Technical University, USA),
Amy Sloan (Baylor University, USA), and
Robin Throne (University of the Cumberlands, USA)
Copyright: © 2022
|Pages: 16
DOI: 10.4018/978-1-7998-8479-8.ch013
Abstract
Current research trends, insights, and recommendations for use of mobile technologies in the advent of 5G technologies continue as technologies are adopted and employed within online learning environments. This chapter considers the higher education literature specific to the synchronous communications available via ubiquitous mobile devices and the pedagogical implications these mobile technologies create in the context of online doctoral education. Mobile instant messaging, mobile learning, and other mobile applications are considered to foster engagement of both doctoral faculty and doctoral students. While these mobile technologies may foster engagement and disrupt voice dispossession among underrepresented doctoral students, the research into this specific demographic and the social-relational aspects of synchronous communications within mobile learning remains limited. Continued research into the use of synchronous communications for underrepresented online doctoral students to prevent attributional accommodation and nonuse is needed.