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)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/14156 |
| Date | 10 1900 |
| Creators | Naicker, Nalindren Kistasamy |
| Contributors | Van der Merwe |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xiii, 126 leaves) |
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