Recent accessibility drives and price wars between the major South African (SA) cell phone companies suggest that the landscape for the adoption of mobile learning (m-learning) at the Higher Education Institution (HEI) level may be changing. As such, there is a need to gauge the current mobile readiness of students for m-learning. Mobile technology readiness refers to the extent to which students have access to mobile devices (not only handsets), and can afford data bundles that meet or exceed the requirements of a base set of currently available m-learning applications (Naicker and Van der Merwe 2012). Mobile operational readiness refers to students’ awareness of, attitude towards, support and training that is required for m-learning. This study conducted an assessment of the technology and operational readiness of students at a SA HEI. An in-depth literature survey was undertaken to delineate technology and operational readiness of students for m-learning. For technology readiness, an investigation was conducted on m- learning applications that are currently available and the technology requirements of these mobile applications. This was undertaken to determine the extent that the current student mobile handset profile match these requirements. The literature review also included a search for mobile opeeratratiioonnaall ffaactorctorss ssuuchch aass ssttuuddeennttss’’ aawwaarenerenessss ooff aanndd aattttiittuuddee ttoowwaarrddss mm--lleaearrnininngg as well as m-learning support and training that students require. The philosophical underpinning of this study was based on Activity Theory. The strategy of inquiry employed was a case study approach. Data was collected from students at the Durban University of Technology, a resident based SA HEI. A mixed methods data collection strategy was employed. The researcher used a field survey questionnaire as the primary research instrument to assess mobile technology and operational readiness. Focus group interviews were used as a secondary data gathering tool to triangulate and strengthen the results. The results were presented using descriptive and inferential statistics and were analyzed using the lens of activity theory. In terms of technology readiness, despite a high level of ownership and reasonable compliance with application requirements, data costs remain prohibitive. In assessing operational readiness, despite a positive attitude, the majority of the students require awareness, ongoing support and training. Several recommendations based on the findings are offered. For example, one of the findings showed that mobile connectivity affordability was low amongst students and it is recommended that the HEI work around exorbitant connectivity costs by combining m-learning technologies to form meaningful m-learning approaches at a minimum v cost. Another finding showed low awareness of m-learning at the HEI. A recommendation advanced to combat this finding is for the HEI to encourage and support dialogue among key stakeholders. This study concludes that any m-learning endeavour to implement m-learning at this HEI is bound to fail as only a small percentage of students are aware of m-learning and can afford data bundles to implement m-learning in its true sense. As an implication of this study to other HEI’s, the researcher suggests that regular mobile readiness surveys be conducted. / Science and Technology Education / M. A. (Information Systems)

Recent accessibility drives and price wars between the major South African (SA) cell phone companies suggest that the landscape for the adoption of mobile learning (m-learning) at the Higher Education Institution (HEI) level may be changing. As such, there is a need to gauge the current mobile readiness of students for m-learning. Mobile technology readiness refers to the extent to which students have access to mobile devices (not only handsets), and can afford data bundles that meet or exceed the requirements of a base set of currently available m-learning applications (Naicker and Van der Merwe 2012). Mobile operational readiness refers to students’ awareness of, attitude towards, support and training that is required for m-learning. This study conducted an assessment of the technology and operational readiness of students at a SA HEI. An in-depth literature survey was undertaken to delineate technology and operational readiness of students for m-learning. For technology readiness, an investigation was conducted on m- learning applications that are currently available and the technology requirements of these mobile applications. This was undertaken to determine the extent that the current student mobile handset profile match these requirements. The literature review also included a search for mobile opeeratratiioonnaall ffaactorctorss ssuuchch aass ssttuuddeennttss’’ aawwaarenerenessss ooff aanndd aattttiittuuddee ttoowwaarrddss mm--lleaearrnininngg as well as m-learning support and training that students require. The philosophical underpinning of this study was based on Activity Theory. The strategy of inquiry employed was a case study approach. Data was collected from students at the Durban University of Technology, a resident based SA HEI. A mixed methods data collection strategy was employed. The researcher used a field survey questionnaire as the primary research instrument to assess mobile technology and operational readiness. Focus group interviews were used as a secondary data gathering tool to triangulate and strengthen the results. The results were presented using descriptive and inferential statistics and were analyzed using the lens of activity theory. In terms of technology readiness, despite a high level of ownership and reasonable compliance with application requirements, data costs remain prohibitive. In assessing operational readiness, despite a positive attitude, the majority of the students require awareness, ongoing support and training. Several recommendations based on the findings are offered. For example, one of the findings showed that mobile connectivity affordability was low amongst students and it is recommended that the HEI work around exorbitant connectivity costs by combining m-learning technologies to form meaningful m-learning approaches at a minimum cost. Another finding showed low awareness of m-learning at the HEI. A recommendation advanced to combat this finding is for the HEI to encourage and support dialogue among key stakeholders. This study concludes that any m-learning endeavour to implement m-learning at this HEI is bound to fail as only a small percentage of students are aware of m-learning and can afford data bundles to implement m-learning in its true sense. As an implication of this study to other HEI’s, the researcher suggests that regular mobile readiness surveys be conducted. / Science and Technology Education / M. Sc. (Information Systems)