Sokoine University of Agriculture

A Systematic Review on Mobile Learning in Higher Education: The African Perspective

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dc.contributor.author Kaliisa, Rogers
dc.contributor.author Picard, Michelle
dc.date.accessioned 2021-07-26T09:20:03Z
dc.date.available 2021-07-26T09:20:03Z
dc.date.issued 2017-01
dc.identifier.citation Kaliisa, R & Picard, M (2017). A Systematic Review on Mobile Learning in Higher Education: The African Perspective. The Turkish Online Journal of Educational Technology, volume 16 issue 1 en_US
dc.identifier.uri http://www.suaire.sua.ac.tz/handle/123456789/3772
dc.description Journal article en_US
dc.description.abstract The spread and popularity of mobile devices has led to their increased application in higher education. While studies have reviewed mobile learning initiatives in different contexts, none has explored this subject in Africa. This systematic review collates and compares studies published between 2010 and 2016 on mobile learning in higher education in the African context to explore the application, impact and challenges of mobile technologysupported learning. Findings show that mobile learning within higher education institutions in Africa increased student and lecturer collaboration and, provide dinstant communication, increased student participation and engagement, facilitating authentic learning and reflective practice, as well as fostering learning communities. A change in the lecturers’ approaches to teaching also occurred. The findings also indicate significant challenges in integrating mobile learning in higher education institutions within Africa: poor technological infrastructure, lack of access to modern mobile devices, lack of mobile learning pedagogical skills among lecturers, poor attitudes among students and lecturers, and incompatibility of mobile devices with the university online management systems. Policies to guide the implementation of mobile learning were also lacking. Large-scale studies assessing the effectiveness of mobile learning within African higher education institutions are lacking and existing studies lacked a theoretical framework. The review highlights enabling conditions for successful integration of mobile learning in African institutions addressing access, training, curriculum design, support and technical requirements. The absence of studies reporting on existing mobile learning projects reflects the limited penetration of this technology and associated pedagogies and a need to strengthen research in this emerging field en_US
dc.language.iso en en_US
dc.publisher TOJET en_US
dc.relation.ispartofseries 16;1
dc.subject Mobile technologies en_US
dc.subject Africa en_US
dc.subject Mobile devices en_US
dc.subject Mobile learning en_US
dc.subject Educational technology en_US
dc.subject Developing countries. en_US
dc.title A Systematic Review on Mobile Learning in Higher Education: The African Perspective en_US
dc.type Article en_US


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