M-learning

M-learning, or mobile learning, is defined as "learning across multiple contexts, through social and content interactions, using personal electronic devices" It is a form of distance education or technology-enhanced active learning where learners use portable devices such as mobile phones to learn anywhere and anytime. Reviews of 97 studies published between 2014¹ and 2023 show that well-planned mobile learning can improve engagement, knowledge, and skills at different education levels. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning". M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning. M-learning allows educational content to be accessed from a wide range of locations, depending on network availability. It allows for the instant sharing of feedback and tips since mobile devices are often connected to the internet. M-learning also offers strong portability by replacing books and notes with small devices filled with tailored learning content. Moreover, it has the added benefit of being cost-effective, as the price of digital content on tablets is falling sharply compared to traditional media such as books, CDs, DVDs, etc.…

M-learning, or mobile learning, is defined as "learning across multiple contexts, through social and content interactions, using personal electronic devices" It is a form of distance education or technology-enhanced active learning where learners use portable devices such as mobile phones to learn anywhere and anytime. Reviews of 97 studies published between 2014 and 2023 show that well-planned mobile learning can improve engagement, knowledge, and skills at different education levels. The portability that mobile devices provide allows for learning anywhere, hence the term "mobile" in "mobile learning". M-learning devices include computers, MP3 players, mobile phones, and tablets. M-learning can be an important part of informal learning. M-learning allows educational content to be accessed from a wide range of locations, depending on network availability. It allows for the instant sharing of feedback and tips since mobile devices are often connected to the internet. M-learning also offers strong portability by replacing books and notes with small devices filled with tailored learning content. Moreover, it has the added benefit of being cost-effective, as the price of digital content on tablets is falling sharply compared to traditional media such as books, CDs, DVDs, etc. For example, a digital textbook costs one-third to half the price of a paper textbook, with zero marginal cost. According to Fombona, Pascual-Sevillana, and González-Videgaray, this methodology offers various possibilities, including greater and different access to information. It also introduces significant innovations, such as the increase in informal and playful activities, iconic virtual membership, and networks of friendly interaction within new scales of values. ==Background== Mobile learning is seen as either the "delivery" of education, or the "provision" of support on mobile phones, PDAs, or tablets. New mobile technology, such as hand-held-based devices, is playing a large role in redefining how people receive and process information. ==Approaches== ===Classroom=== Applications in classrooms and other learning spaces combine the use of handheld computers, PDAs, smartphones, or handheld voting systems (such as clickers) with traditional resources. ===Work=== M-learning in the context of work can encompass various forms of learning. It has been defined as the "processes of coming to know, and of being able to operate successfully in, and across, new and ever-changing contexts, including learning for, at and through work, by utilising mobile devices". M-learning for work M-learning at and through work Cross-contextual m-learning Learning for work, also known as 'just-in-case' learning, involves traditional and formal educational activities, such as training courses, that prepare learners for future work-related tasks. A typical corporate application is the delivery of mobile compliance training, which can effectively reach geographically mobile employees like consultants or staff in logistics and transport systems. Another application is mobile simulations that prepare learners for future situations, such as real-time SMS-based simulations for disaster response training. Learning at and through work, labeled as "just-in-time" mobile learning, occurs in informal educational settings within the workplace. Studies suggest these approaches improve employee problem-solving, and simulation-based mobile training enhances disaster response preparedness. Employees can use mobile phones and handheld devices to solve problems on the spot, for example, by accessing informational resources like checklists and reference guides before customer visits or mobile decision support systems. The latter is particularly popular in clinical settings, where they assist highly mobile medical staff in making decisions regarding complex patient cases using rule-based algorithms. Their application has been associated with learning and, specifically, with improving the practice of medical staff. Mobile-social learning platforms have been shown to strengthen professional collaboration, especially in low-resource contexts such as healthcare, where mobile peer networks help practitioners access expert input, training updates, and clinical decision support. Learning through work also occurs through interaction with distant peers via phone. "People tagging" is an approach where individuals assign topics to their co-workers. The aggregation of interests and experiences serves as a means to raise awareness and locate competent experts when needed, particularly with context-sensitive expert location systems. Cross-contextual learning, which bridges the gap between work settings and formal education formats, holds significant potential for work-based mobile learning, especially within tertiary education systems. This involves approaches where learning in the workplace is facilitated and supported (e.g., through formative assessments, reflective questions, or the documentation of personal achievements in multimedia learning diaries or portfolios. The materials created in this process are later utilised in more formal educational formats, such as classrooms or discussions with tutors. The value of these mobile phone-mediated learning practices lies in the integration and harmonisation of work-based learning and formal education experiences, which otherwise tend to remain separate. ===Lifelong learning and self-learning=== Mobile technologies and approaches, i.e. mobile-assisted language learning (MALL), are also used to assist in language learning. Among refugees, MALL has been instrumental in learning host country languages, especially during crises like COVID-19, when traditional classes were inaccessible. For instance handheld computers, cell phones, and podcasting have been used to help people acquire and develop language skills. ===Other=== Improving levels of literacy, numeracy, and participation in education amongst young adults. Using the communication features of a mobile phone as part of a larger learning activity, e.g.: sending media or texts into a central portfolio, or exporting audio files from a learning platform to one's phone (known as mobile literacy). Developing workforce skills and readiness among youth and young adults. ==Analysis== ===Effectiveness=== A recent study on health professions education combined evidence from 29 studies, which included 3175 learners, and concluded that mLearning is as effective as traditional learning in terms of improving learners' knowledge and skill. However, studies on refugee learners showed that although users appreciated mobile platforms, they did not always correlate with improved academic performance. The study highlights that mLearning is a novel educational strategy that is rapidly developing in the field of health professions education; in "21 of the 29 included studies (72%) published between 2014 and 2017, it's clear that mLearning is an emerging educational strategy. The remaining 8 studies were published between 2006¹ and 2013, with no studies published before 2006, further highlighting the modern nature of this approach to health professions education and its relevance." ===Value=== Tutors who have used m-learning programs and techniques have made the following value statements in favor of m-learning. It is important to bring new technology into the classroom. The devices used are more lightweight than books and PCs. Mobile learning can be used to diversify the types of learning activities students partake in (or a blended learning approach). The Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT) have been widely used to understand learner attitudes toward m-learning. Mobile learning supports the learning process rather than being integral to it. Mobile learning can be a useful add-on tool for students with special needs. However, for SMS and MMS, this might be dependent on the student's specific disabilities or difficulties involved. Mobile learning can be used as a 'hook' to re-engage disaffected youth. M-Learning can be designed to combine decision-making in complex learning scenarios with formative scoring and assessment. Mobile Learning courses can be accessed either online or offline. ===Challenges=== ====Technical challenges==== Internet connectivity and battery life Screen size and key size Meeting required bandwidth for nonstop/fast streaming Number of file/asset formats supported by a specific device Content security or copyright issue from authoring group Multiple standards, multiple screen sizes, multiple operating systems Reworking existing E-Learning materials for mobile platforms. Design must emphasize user-friendly interfaces, culturally appropriate content, and technical robustness for success. Limited memory Risk of sudden obsolescence Security Work/life balance Cost of investment Social and educational challenges Accessibility and cost barriers for end users: digital divide. How to assess learning outside the classroom How to support learning across many contexts. In resource-constrained countries, barriers such as unstable internet, cost, and lack of local language content hinder mobile learning adoption. Content's security or copyright infringement issues Frequent changes in device models/technologies/functionality etc. Developing an appropriate theory of learning for the mobile age. Despite significant adoption, a unified pedagogical framework for m-learning remains underdeveloped, limiting consistent implementation strategies across institutions. Conceptual differences between e-learning and m-learning Design of technology to support a lifetime of learning Tracking of results and proper use of this information No restriction on learning timetable Personal and private information and content No demographic boundary Disruption of students' personal and academic lives Access to and use of the technology in developing countries Risk of distraction Mobile usage habits among different countries and regions ===Growth=== Mobile learning is widely used in schools, workplaces, museums, cities and rural areas around the world. A 2024 review of 161 studies showed exponential growth in mobile learning post-2016, with rising usage in both formal and informal educational settings. In comparison to traditional classroom pedagogical approaches, mobile learning allows widened opportunities for timing, location, accessibility and context of learning. Current areas of growth include: Testing, surveys, job aids and just-in-time (J.I.T.) learning Location-based and contextual learning Social-networked mobile learning Mobile educational gaming Delivering m-Learning to cellular phones using two way SMS messaging and voice-based CellCasting (podcasting to phones with interactive assessments) Cloud computer file storage ==See also== ==References==

Text derived from https://en.wikipedia.org/w/index.php?oldid=1375107225 under CC BY-SA 4.0; modifications have been made.