2. Literature Review
M-learning or mobile learning is an evolving phase of e-learning (Peng et al., 2009), as e- learning is dependent on desktop computers, whereas m-learning is dependent on mobile devices (Orr, 2010). There is a variety of definitions of m-learning. For example Hoppe et al. (2003 in Iqbal and Qureshi, 2012, p. 148) define m-learning as “using mobile devices and wireless
transmission”. Kukulska-Hulme and Traxler (2007) suggest that m-learning emphasizes the ability to facilitate the learning process without being tied to a physical location.
M-learning has attracted attention due to the increasing number of available mobile devices, which are affordable and their costs are increasingly decreasing making them more accessible to people. At the same time these devices have multiple features and capabilities, such as making phone calls, taking pictures and making videos, storing data and of course accessing the internet (Sarrab et al., 2013). Maccallum and Jeffery (2009) propose that all these capabilities may be used in teaching and learning, for example for classroom activities (Dawabi et al., 2003). These mobile devices can be used for learning purposes via interactive games, for brainstorming, quizzing and are widely used to support and develop students’ own learning and collaborative learning (Iqbal and Qureshi, 2012). Moreover, they are available to users at any time and all time (Giousmpasoglou and Marinakou, 2013). Kukulska-Hulme and Traxler (2007) present several case studies that report and support the experience of educators with mobile technologies in universities. Zawacki-Richter et al. (2009) claim that e-learning and m-learning provide a wide range of opportunities for learners and teachers. However, Herrington et al., (2009, p.1) claim that it is not still clear whether “m-learning is used in pedagogically appropriate ways”. M-learning is widely used in distance learning as it supports the access to the teaching material for a large number of students, independent of time and space, at low costs. Moura and Carvalho (2009, p. 90) suggest that “the development of m-learning as a new strategy for education has implications on the way students learn, on the role of the teachers as well as in the educational institution”. Hence, for the purpose of this paper m-learning is studied as an element of e- learning and blended learning in general not necessarily as a tool for distance learning, as it also helps in constructing problem-based learning as well as any related assignments and projects that meets the students’ interest (Kukulska-Hulme and Traxler, 2007). M-learning allows student- centered learning in which students are able to modify the access and transfer of information to strengthen the knowledge and skills of students to meet their educational goals (Giousmpasoglou and Marinakou, 2013; Sharples et al., 2007). In addition, it can support ubiquitous learning and can make the educational process more comfortable and flexible (Sarrab et al., 2013, p. 828). The challenges of the use of m-learning are many for all stakeholders as it may have many technological restrictions. For instructors m-learning is a challenge as they should be familiar with technology, not only to use it for teaching and learning but also to support developers who are challenged by the limited memory, the lack of keyboard, the small displays especially when compared to computers and laptops (Iqbal and Qureshi, 2012; Wang et al., 2009). Instructors should adapt the design of the courses to integrate ICT; this design should be dynamic, easily scalable and should be applied at all times and places (Marwan et al., 2013). Moreover, Marwan et al. (2013) suggest that instructors face the lack of time to prepare for class.
There is concern on the educators’ ability to understand and respond to digital learning opportunities, as in many cases they are challenged by the need “to collaborate with a wide range of people such as web developers and programmers to deliver successful web-based education” (Peters, 2007). It is a fact that m-learning enables learning to occur at a less formal setting that is teacher-mediated, hence technical skills are required (Kearney et al., 2012). In addition, m- learning experiences can be customized for the learner to meet different learning styles and approaches, they may provide a high degree of collaboration and making connections to other people, creating further challenges to educators whose roles are changing (Mohammad and Job, 2013; Kearney et al., 2012). Thus, educators should be able to understand and analyze the unique
challenges in emerging m-learning environments and facilitate insights to support their design and use of m-learning resources.
Students usually have access to the internet and other applications via their mobile devices such as Facebook, YouTube, MySpace and other. They are also familiar with its use, hence being well introduced to m-learning may lead to its wide use in their own learning. Nowadays students are active and innovative in terms of their learning, they expect a quick response from the tutor and want an interactive learning, student-centered, authentic, collaborative and effective learning with the use of ICT (Marwan et al., 2013). According to Mirza and Al-Abdulkareem (2011, p. 88) “the learner’s attitude and lack of prior knowledge of IT use are major factors that affect the acceptance of e-learning by students”.
Previous research suggests that there are various factors that contribute to the adoption of m- learning. Ju et al. (2007) claim that the perceived usefulness influences the intention to adopt m- learning. On top of usefulness, Wang et al. (2009) and Sarrab et al. (2013) identified other factors such as the self-managed pace of learning, the social influence, the performance and the effort expectancy. Venkatesh et al. (2003) added the available infrastructure to support the use of any m-learning system, and Liu and Li (2010) add the playfulness. The interface makes the use of mobile devices more interesting for students, as the learning is personalized, more fun, spontaneous, and engaging users to contribute and share (Sarrab et al., 2013). Marwan et al. (2013) add the interactive learning process, the integrated learning information and the high learning needs. Thornton and Houser (2002 in Moura and Carvalho, 2009) propose that recordings, communication and access to information in the local set, sending reminders or relevant information for students are good options of the use of m-learning. Attewell (2011) propose that m-learning assists in the development of the learners’ literacy and numerical skills. In addition, m-learning students are able to experience a dynamic class via interaction. To understand the factors that contribute to the adoption of m-learning will help stakeholders (educators, software developers and technicians) to incorporate these factors into the design of the m-learning systems.
Challenges and restrictions of the use of m-learning include the lack of standardization, the low bandwidth, the limited processor speed and small screen size, low storage, short battery life, lack of data input capability (Sarrab et al., 2013; Maniar and Bennett, 2002), low display resolution, limited memory and less computational power (Shiau et al., 2001). Marwan et al. (2013) claim that classes are difficult to be rescheduled with m-learning. Weber (2011) supports that in the MENA region instructors are concerned about the security of the educational data, and parents are concerned about the use of chats and the safety of the online environment. Mirza and Al- Abdulkareem (2011, p.84) add that exposure to material from the internet “could be considered dangerous to youths and to the religious moral values of those nations”.
Mobile learning has been considered as an alternative learning style in the Gulf Co-operation Council (GCC) countries as well. In these countries, according to Hadji Hamou et al. (2012) several initiatives have been introduced such as proliferation of e-books and e-learning devices, as well as flexible access to distance learning. However, these initiatives do not show a clear shift towards e-learning and m-learning in the region. Nevertheless, there are some good examples of educational institutions that have contributed to the development of e-learning and m-learning. For example, Hamdan Bin Mohammed e-University (HBMeU) in the UAE has introduces an effective architecture for e-learning, and have contributed to the development of standards for e-learning programme accreditation (Hadji Hamou et al., 2012).
A study in the Middle East reveals that only 49% of society members are aware of e-learning (CITC, 2007) and the main reason for the limited use of e-learning and m-learning in the region is the low public and teachers’ esteem for online learning (Mirza and Al-Abdulkareem, 2011).
In Saudi Arabia, the rapid advancement in mobile technologies, wireless networks and the acceptance of new smart devices have increased the interest in m-learning. In fact, The Ministry of Higher Education (MOHE) has launched a national project “AAFQ” to develop a long term plan for HE in order to address future challenges including m learning.
Nevertheless, universities in the oil-rich GCC have shown particular interest in m-learning which currently is treated as fashion (Mohammad and Job, 2013), but at the same time is considered by corporations and educational institutions to be very promising (Sharrab et al., 2013; Unesco, 2012). Although, there is increased interest in m-learning adoption in teaching and learning in the region, there is limited research conducted (Iqbal and Qureshi, 2012; Mirza and Al- Abdulkareem, 2011). Most studies focus on the learners’ perceptions and use of m-learning with very little research conducted in the instructors’ views (Mirza and Al-Abdulkareem, 2011). Hence, the authors decided to investigate the adoption of m-learning at universities in the Kingdom of Bahrain, and explore the educators’ views and perception of m-learning, their intention to use it, as well as its future potential in higher education. This paper aims to provide an overview of the challenges that instructors face with the use of m-learning and of insights and recommendations on strategies for the use of mobile learning to change and enhance the pedagogies in HE.