Mobile Learning in Higher Education: Scope and Limitations

Published Paper PDF: View PDF

Confirmation Letter: View

Dr. Jonas Becker
Department of Robotics
Munich Institute of Applied Sciences, Germany

Abstract

Mobile learning (m-learning) has migrated from a niche adjunct to a mainstream modality in higher education, accelerated by ubiquitous smartphones, affordable data plans, and app ecosystems that support micro-learning, social collaboration, and authentic assessment. This paper investigates the scope and limitations of m-learning through a mixed-method survey of 300 undergraduate and postgraduate students from three universities. The study explores adoption drivers (flexibility, personalization, just‑in‑time access), pedagogical affordances (situated learning, multimodal content, analytics-driven feedback), and systemic constraints (digital divide, cognitive overload, distraction, privacy, and institutional policy gaps). Results show that 82% of respondents regularly use mobile devices for academic purposes, yet 57% report difficulty maintaining attention, and 49% cite inconsistent faculty integration of mobile tools.

Fig.1 Scope Of Application,Source([1])

While m-learning enhances continuity between formal and informal learning spaces and supports inclusive education for working and commuting students, it is constrained by device heterogeneity, bandwidth variability, and assessment integrity concerns. The paper proposes a four-pillar framework—Pedagogy-Technology-Policy-Support (PTPS)—to guide strategic implementation. Conclusions emphasize the need for intentional instructional design, robust digital ethics policies, and faculty development to harness m-learning’s potential without amplifying inequities or cognitive distractions.

Keywords

Mobile learning, higher education, smartphones, pedagogy, digital divide, instructional design, survey research, student engagement, micro-learning, policy

References

Traxler, J. (2007). Defining, discussing, and evaluating mobile learning: The moving finger writes and having writ…. International Review of Research in Open and Distance Learning, 8(2), 1–12. https://doi.org/10.19173/irrodl.v8i2.346
Koole, M. L. (2009). A model for framing mobile learning. In M. Ally (Ed.), Mobile learning: Transforming the delivery of education and training (pp. 25–47). AU Press.
Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications. International Review of Research in Open and Distributed Learning, 12(2), 78–102. https://doi.org/10.19173/irrodl.v12i2.791
Gikas, J., & Grant, M. M. (2013). Mobile computing devices in higher education: Student perspectives on learning with cellphones, smartphones & social media. Computers & Education, 68, 350–359. https://doi.org/10.1016/j.compedu.2013.06.003
Crompton, H. (2013). A historical overview of m-learning: Toward learner-centered education. In Z. L. Berge & L. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). Routledge.
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20, 1–17. https://doi.org/10.3402/rlt.v20i0.14406
Hwang, G.-J., & Tsai, C.-C. (2011). Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010. British Journal of Educational Technology, 42(4), E65–E70. https://doi.org/10.1111/j.1467-8535.2011.01183.x
Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A systematic review. Computers & Education, 123, 53–64. https://doi.org/10.1016/j.compedu.2018.04.007
Al-Emran, M., Elsherif, H. M., & Shaalan, K. (2016). Investigating attitudes towards the use of mobile learning in higher education. Computers in Human Behavior, 56, 93–102. https://doi.org/10.1016/j.chb.2015.11.033
Dyson, L. E., Andrews, T., Smyth, R., & Wallace, R. (2015). Towards a holistic framework for ethical mobile learning. Australasian Journal of Educational Technology, 31(2), 1–16. https://doi.org/10.14742/ajet.2439
Ally, M., & Prieto-Blázquez, J. (2014). What is the future of mobile learning in education? International Journal of Educational Technology in Higher Education, 11(1), 142–151. https://doi.org/10.7238/rusc.v11i1.2033
Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers & Education, 68, 76–85. https://doi.org/10.1016/j.compedu.2013.04.021
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20(3), 271–289. https://doi.org/10.1017/S0958344008000335
Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK–12 education: A systematic review. Computers & Education, 110, 51–63. https://doi.org/10.1016/j.compedu.2017.03.013 (Provides transferable insights for higher ed design.)
Bodily, R., Leary, H., & West, R. E. (2019). Research trends in instructional design and technology journals, 2005–2014. Australasian Journal of Educational Technology, 35(4), 17–35. https://doi.org/10.14742/ajet.3995 (Includes mobile learning as a key theme.)
Crompton, H., & Traxler, J. (Eds.). (2016). Mobile learning and higher education: Challenges in the 21st century. Routledge.
Ifenthaler, D., & Schweinbenz, V. (2016). Students’ acceptance of tablet PCs in the classroom. Journal of Research on Technology in Education, 48(4), 306–321. https://doi.org/10.1080/15391523.2016.1215172
Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3), 581–596. https://doi.org/10.1016/j.compedu.2005.10.011
Krull, G., & Duart, J. M. (2017). Research trends in mobile learning in higher education: A systematic review of articles (2011–2015). International Review of Research in Open and Distributed Learning, 18(7), 1–23. https://doi.org/10.19173/irrodl.v18i7.2893