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E-Education: Mobile Learning Affordability and Efficiency


Enhancing mobile learning can shape the entire distance-learning program by improving techniques of communication among distance apprentices, instructors and supporting personnel. The major benefit of this technology is that it can be utilized everywhere, anytime and its utility can easily be acquired by distance apprentices.


  1. Educational affordances of mobile technologies. Mobile technologies are speedily becoming essential. Concerning educational relevance, mobile technologies can be perceived to be a service that automatically conveys universal and learning materials to learners in spite of place and time (Lai, 2007)
  2. Support system for experiential learning. The objective of the projected method is to sustain empirical learning for instructors and students. For instructors, the method offers authoring and supervision crossing points. Through the authoring edge, instructors can plan prompts and knowledge resources.

Effects of integrating mobile learning

  1. Computer reproduction. Replication is an accepted instruction method amongst teachers. Researchers posit that replication assists scholars to comprehend circumstances, a procedure and duplication of actual activities. Researchers claim that 90% of students acquire knowledge by conducting private studies by replication techniques. In architectural studies for instance, computer replication generates actual data in construction drawing.
  2. Web site Based on Mobile Device. There are currently divergent views as regards to attitudes as far as explaining the impact of mobile learning technique is concerned. Some scholars depict mobile learning as a service that offer electronic data in general and learning content which assists students in information probing with no time and place restriction. Others elucidate that there are three approaches in relation to mobile learning (Demouy, & Kukulska-Hulme, 2010). One is that learning can be in a space. Again, learning is itinerant in diverse aspects of life. Finally, learning is portable with no time and place restrictions. The last category of researchers hypothesize that education based on mobile expertise is a learning process that utilizes small medium. The process does not generate inconvenience in each phase of life (Hassan, Ismail, & Mustapha, 2010).

Impact of Mobile learning on student’s learning behaviors and performance

  1. Existing mobile learning innovations. Innovations made by cognitive researchers clarify the push and influential impacts of mobile education on apprentice performance. In a research carried out in, it was established that sporadic teaching of small portions of lessons and episodic practice leads to higher understanding among apprentices as compared to large pieces of data and steady practice in a computer-aided educational setting. This reveals an increasing body of work pointing out that small-scale erudition intercession and spaced practice permit students to access competent transmission of information from short-term to long-term reminiscence. Modern educational archetypes such as micro-learning model try to encourage these benefits and unite them with digital technologies to augment levels of information preservation among learners. Some researchers approach the topic about mobile erudition carefully (Yu-Lin, & Ting-Ting, 2010). For instance, a study conducted in 2001 elucidates that mobile learning has some values. Mobile learning links distance education to steady connectivity. A study conducted in 2005 by a group of researchers suggests that mobile scholarship should not be perceived as e-learning transmitted to mobile devices. As an alternative, they assert that the significance of mobile devices as apparatus of education is found in the capacities that permit groups to hook up with formerly downloaded resources always.
  2. The m-Learning system. The victorious release of course resources to mobile devices demands teamwork from the side of teachers, students, and system supervisors (McAndrew, Taylor, & Doug, 2010). The trainers employ the teacher station to edify in their normal approaches such as presentation of a PowerPoint folder, writing on the workstation monitor, inscription on the whiteboard on the hedge, utilizing a certain computer list, among others (Minjuan, Ruimin, Novak, & Pan, 2009). Cameras and microphones attached to the teacher computer capture the existing pictures in the classroom. A soundtrack program reports all these medium apparatus including auditory, videotape, calligraphy and any programs or documentation exposed in the computer. Learner can adjust to these tapes live online, or they can as well download them for future evaluation.

Advantages of Mobile Learning in a multicultural setting

  1. Impacts on Students. The expansion of computer systems, internet, multimedia, on-line teaching and other ICT apparatus have improved educational curiosity among learners. The efficiency of these new apparatus is linked to educational approaches, pedagogy, fairness, access and several other values.
  2. Reactions of Teachers. A study by Chandran (2010) reveals some important information regarding mobile learning. The backing of mobile learning demonstrated a varied tendency among the educators. Among the 10 educators who gave instructions to a particular class, four did not back the use of mobile erudition and two instructors unswervingly supported the utilization of mobiles in offering instructions. The outstanding four instructors backed mobile erudition as an extra technique of learning. The aim of the administration is to condense the cost and to amplify effectiveness in instructional technique
  3. Level of Success and Failures. Chandran’s results indicated that there were breakdowns in the process of content making, material delivery, debating the forum and question response.

Redefining mobile learning

  1. From e-learning to m-learning. In envisaging the subsequent phase of e learning, a research conducted in 2002 affirms that the subsequently duty of upcoming instructors would be to gather similar systems for wireless multiply technology, comparable to those of wired expertise (Lowenthal, 2010). This means that m learning may perhaps be the subsequently phase of e learning and could turn out to be the next landmark of instructive technology.
  2. Learners: the mobile learner. The phrase mobile learner is derived from the phrase mobile people. Scholars with this perspective assume that mobile people are free and cannot be affected by distances and space. They believe that people are extremely busy in the modern world since they spend most of their time in offices (Peng, Yi-Ju, Chien, & Chin-Chung, 2009). This means that people cannot spend much time in one place. This calls for a new definition of e learning, as well as m learning.

Using net books to support mobile learners’ investigations across activities and places

  1. Inquiry learning. Scholars describe inquiry-based education as relating to students inquiring about natural or material data, gathering information to respond those queries, coming up with new findings and testing those results thoroughly.
  2. Mobile Learning. Mobile learning is that type of learning that takes place across localities or that form of learning that seizes the opportunities presented by convenient technologies (Gaved, & Trevor, 2010). Mobile learning takes the advantage of existing apparatus. Learners are in a position to access learning materials without necessarily visiting schools or libraries. It made education convenient to all categories of persons in society including the working class.


Chandran, S. (2010). E-Education in Multicultural Setting: The Success of Mobile Learning. World Academy of Science, Engineering and Technology, 70(1).

Demouy, V., & Kukulska-Hulme, A. (2010). On the spot: using mobile devices for listening and speaking practice on a French language program. Open Learning, 25(3).

Gaved, M., & Trevor, C. (2010). Using net books to support mobile learners’ investigations across activities and places. Open learning, 25(3).

Hassan, I., Ismail, M., & Mustapha, R. (2010). The effects of integrating mobile and CAD technology in teaching design process for Malaysian polytechnic architecture student in producing creative product. The Turkish Online Journal of Educational Technology, 9(4).

Lai, C. (2007). Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices. Affordances of mobile technologies, 2(1).

Lowenthal, J. (2010). Using Mobile Learning: Determinates Impacting Behavioral Intention. The American. Journal. of Distance Education, 24(195).

McAndrew, P., Taylor, J., & Doug, C. (2010). Facing the challenge in evaluating technology use in mobile environments. Open Learning, 25(3).

Minjuan, W., Ruimin, S., Novak, D., & Pan, X. (2009). The impact of mobile learning on students’ learning behaviors and performance: Report from a large blended classroom. British Journal of Educational Technology, 40(4).

Peng, H., Yi-Ju, S., Chien, C., & Chin-Chung, T. (2009). Ubiquitous knowledge construction: mobile learning re-defined and a conceptual framework. Innovations in Education and Teaching International, 46(2).

Yu-Lin J., & Ting-Ting, W. (2010). The Add-on Impact of Mobile Applications in Learning Strategies: A Review Study. Educational Technology & Society, 13 (3).


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