Thesis (DTech (Information Technology))--Cape Peninsula University of Technology, 2011. / This thesis is based on an analysis of the position of mobile learning within learning
and instructional design theories in Higher Education. It seeks to understand the
concept of mobile education or mobile learning, the technology of mobile learning and
its interactions with other media of learning. It also aims to unlock the relationship
between the learning theory and mobile learning as well as the position of mobile
learning, handheld and wireless technologies at universities.
The research design, approach, methodology and methods of this study were framed
around the qualitative grounded theory. This approach guided the process of
collecting and analysing data as well as the discussion of key findings. The data was
gleaned from personal interviews and analysis of literature. The analysis of the data
focused on the social, economic, ideological and technological dynamics and the way
they have shaped the complex landscape of mobile learning in higher institutions of
learning. It also concentrated on the recurrent paradigm shifts and changes and their
implications for teaching and learning in higher institutions.
The analysis of data uncovered several issues that are pertinent to our understanding
of mobile learning. For example, it revealed that mobile learning is not about the
mobile technology but rather about the learner and the learning experience, with the
media playing the role of an instrument for mobilising learning and instruction. It also
led us to the conception that mobile learning has the potential to promote outdoor
learning. This is because this type of technology provides learners with information
that they need about their learning context. Finally it was evident from data that
learning was moving away from process to an institutional social phenomenon. It has
acquired asocial institutional meaning in conceptions such as the learning society and
organisation as well as lifelong and ubiquitous learning.
In this light, this study concludes that integrating classroom-based learning with
informal mobile learning can add value to formal classroom-based learning and it can
also enhance learners' overall learning experience. Moreover, although the concept
of learning space is not restricted to online learning, it is likely to create new learning
spaces. The project also concludes that mobile learning resonates with the learning
and instructional design theories such as the associative, constructive and situated
learning theory.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cput/oai:localhost:20.500.11838/2286 |
| Date | January 2011 |
| Creators | Mohamed EI-Hussein, Mohamed Osman |
| Contributors | Cronjé, Johannes C, Angu, Pineteh E, Cape Peninsula University of Technology. Faculty of Informatics and Design. Dept. of Information Technology. |
| Publisher | Cape Peninsula University of Technology |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-sa/3.0/za/ |
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