MOBILE LEARNING FOR HIGHER EDUCATION IN NIGERIA: PROSPECTS AND CHALLENGES
Article Sidebar
Main Article Content
Abstract
The deployment of mobile technology for education has changed the traditional approach to teaching and the learning processes, by exposing both teachers and learners to educational experiences regardless of location, anytime. The utilization of mobile technology for higher levels of education, is unavoidable if individuals are to be adequately equipped for their roles in modern society that emphasizes collaboration. Mobile technology in education not only enables individuals to participate in learning anytime and anywhere, but fosters their collaboration and the development of lifelong learning skills. Stakeholders globally have recognized the potential of mobile devices in education, and have continued to consistently deploy them in their national educational systems at all levels for the improvement of teaching and learning. Most developing countries, including Nigeria have continued to struggle with the integration of Information Communication Technology (ICT) into their educational sectors. This paper examined ICT and the educational benefits of it, for higher learning in Nigeria and the challenges of integrating mobile devices.
Article Details
The owner of the article does not copy or violate any of its copyright. If any copyright infringement occurs or prosecution, in any case, the Editorial Board is not involved in all the rights to the owner of the article to be performed.
References
Adedoja, G., Botha, A., & Ogunleye, O.S. (2012). The future of mobile learning in the Nigerian education system. IST-Africa 2012 Conference Proceedings, 9-11 May 2012. Dar es Salaam: Tanzania.
Adomi, E. E., & Kpangban, E. (2010). Application of ICTs in Nigerian Secondary Schools. Library Philosophy and Practice (e-journal). 345. http://digitalcommons.unl.edu/libphilprac/345
Adu, E. O., & Galloway, G. (2015). Information and communication technologies (ICT) and teacher education preparation in South Africa: Implications for 21st Century Classroom-based Practice. Journal of Communication, 6(2), 242-247. DOI:10.1080/0976691X.2015.11884868
Agyekum, B. O., & Ossom, S. (2015). Awareness and impact of electronic journals usage by faculty members and lectures in Kumasi Polytechnic, Ghana. Information and Knowledge Management, 5(1), 9-17.
Albugami, S. S. (2016). Developing a strategic approach to ICT implementation in Saudi secondary schools (Doctoral dissertation). Salford, United Kingdom: University of Salford.
Al-Shboul, M., Al-Saideh, M., & Al-Labadi, N. (2017). Learners' perspectives of using ICT in higher education institutions in Jordan. International Journal of Instructional Technology and Distance Learning, 14(3), 27-86.
Alwraikat, M. (2014). Exploring the potential of mobile learning use among faculty members. International Journal of Interactive Mobile Technologies (iJIM), 8, 4-10. 10.3991/ijim.v8i3.3682.
American Association of School Librarians and Association for Educational Communications and Technology. (1998). Information literacy for student learning: Standards and indicators. Retrieved February 2, 2019, from http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf
American Psychological Association. (1997). Learner-centered psychological principles: A framework for school reform and redesign. Washington, DC: American Psychological Association.
Andújar-Vaca, A., & Cruz-Martínez, M. S. (2017). Mobile instant messaging: Whatsapp and its potential to develop oral skills. Media Education Research Journal, 25(50), 43-52.
AnzMLearn. (2012). Australian and New Zealand mobile learning group, projects. Retrieved from http://research.it.uts.edu.au/tedd/anzmlearn/projects/
Apuke, O. B., & Tunca, E. A. (2020). The utilization of internet resources for learning and research among students of Taraba State University, Jalingo, Nigeria. Library Philosophy and Practice (e-journal). 3864. https://digitalcommons.unl.edu/libphilprac/3864
Barrow, J., Forker, C., Sands, A., O'Hare, D., & Hurst, W. (2019). Augmented reality for enhancing life science education. Paper presented at VISUAL 2019 - The Fourth International Conference on Applications and Systems of Visual Paradigms. Rome: Italy.
Brown, M. (2017). A critical review of frameworks for digital literacy: Beyond the flashy, flimsy and faddish - part 1. Retrieved from http://blog.ascilite.org/a-critical-review-offrameworks-for-digital-literacy-beyond-the-flashy-flimsy-and-faddish-part-1/
Brown, T. H., & Mbati, L. S. (2015). Mobile learning: Moving past the myths and embracing the opportunities. International Review of Research in Open and Distributed Learning, 16(2), 115-135.
Chaka, J. G., & Govender, I. (2017). Students’ perceptions and readiness towards mobile learning in colleges of education: a Nigerian perspective. South African Journal of Education, 37(1), 1-12.
Chaka, J. G., & Govender, I. (2014). Mobile learning for colleges of education in Nigeria: an educational analysis. Mediterranean Journal of Social Sciences, 5(16), 289-295.
ClassStart. (2016). ClassStart Learning management system. Retrieved April 7, 2020, from https://www.classstart.org/
Cochrane, T., Buchem, I., Camacho, M., Cronin, C., Gordon, A., & Keegan, H. (2013). Building global learning communities. Research in Learning Technology, 21, 21955.
Commission of the European Communities. (2008). The use of ICT to support innovation and lifelong learning for all - a report on progress. Retrieved from https://www.europarl.europa.eu/registre/docs_autres_institutions/commission_europeenne/sec/2008/2629/COM_SEC(2008)2629_EN.pdf
Davie, S. (2017). Mobile learning in early childhood education: A school-university partnership model (Doctor dissertation). Australia: University of Notre Dame Australia.
Debra, R., & Qua-Enoo, A. A. (2018). ICT usage in senior high school education in Ghana: Effects of demographic antecedents. International Journal of Computing Academic Research, 7(6), 68-86.
Delen, I., & Krajcik, J. (2017). Using mobile devices to connect teachers and mobile devices. Research in Science Education, 47(3), 473– 496.
Eames, C., & Aguayo, C. (2019). Designing mobile learning with education outside the classroom to enhance marine ecological literacy. 10.13140/RG.2.2.11865.26728.
Elfeky, A., & Masadeh, T. (2016). The effect of mobile learning on students’ achievement and conversational skills. International Journal of Higher Education, 5(3), 20-31.
Elphick, M. (2018). The impact of embedded iPad use on student perceptions of their digital capabilities. Education Sciences, 8(3), 102. DOI:10.3390/educsci8030102
Fantacci, R., & Picano, B. (2020). Federated learning framework for mobile edge computing networks. CAAI Transactions on Intelligence Technology, 5(1), 15–21.
Farrah, M. A. A., & Abu-Dawood, A. K. (2018). Using mobile phone applications in teaching and learning process. International Journal of Research in English Education, 3(2), 48-68.
Gebremichael, M. D., & Jackson, J. W. (2006). Bridging the gap in Sub-Saharan Africa: A holistic look at information poverty and the region’s digital divide. Government Information Quarterly, 23(2), 267–280.
Giousmpasoglou, C., & Marinakou, E. (2013). The Future Is Here: m-Learning in Higher Education. Computer Technology and Application, 4, 317-322. 10.17265/1934-7332/2013.06.006.
Grand-Clement, S., Devaux, A., Belanger, J., & Manville, C. (2017). Digital learning. Santa Monica, Calif., and Cambridge, UK: Rand Corporation and Corsham Institute.
Hamad, M. M. (2017). Using WhatsApp to enhance students’ learning of English language “Experience to Share”. Higher Education Studies, 7(4), 74-87.
Herrick, C. (2011). iPads have reduced costs, improved communication for Uni of Adelaide. Computerworld. Retrieved February 12, 2020, from https://www.computerworld.com.au/article/404175/ipads_reduced_costs_improved_communication_uni_adelaide/
Huang, Y., Hwang, W., & Chang, G. (2010). Guest editorial-innovations in designing mobile learning applications. Educational Technology & Society, 13(3), 1-2.
Imhonopi, D., Urim, U. M., Onwumah, A., & Kasumu, T. O. (2017). An appraisal of Information and Communication Technologies as new media tools for language teaching and learning in tertiary institutions in Nigeria. Ife PsychologIA, 25(1), 185 – 209.
Isaacs, S. (2012). Mobile learning for instructors in Africa and the Middle East: Exploring the potentials of mobile technologies to support instructors and improve practices. UNESCO Working Paper Series on Mobile Learning. Paris: UNESCO.
John, S. P. (2015). The integration of information technology in higher education: A study of faculty’s attitude towards IT adoption in the teaching process. Contaduríay Administración, 60(1), 230–252.
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2015). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133.
Kabir, F. S., & Kadage, A. T. (2017). ICTs and educational development: the utilization of mobile phones in distance education in Nigeria. Turkish Online Journal of Distance Education, 18(1), 63-76.
Kaliisa, R., Palmer, E., & Miller, J. (2017). Mobile learning in higher education: A comparative analysis of developed and developing country contexts rogers. Retrieved from https://www.researchgate.net/publication/320936368_Mobile_learning_in_higher_education_A_comparative_analysis_of_developed_and_developing_country_contexts_Mobile_learning_in_higher_education
Kaliisa, R., & Picard, M. (2017). A Systematic review on mobile learning in higher education: The African perspective. The Turkish Online Journal of Educational Technology, 16(1), 1-18.
Kazimoglu, C., Kiernan, M., Bacon, L., & Mackinnon, L. (2012). A serious game for developing computational thinking and learning introductory computer programming. Procedia - Social and Behavioral Sciences, 47. https://doi.org/10.1016/j.sbspro.2012.06.938
Khaddage, F., Christoph, L., & Bray, E. (2012). Mobile apps integration for teaching and learning, are instructors ready to re-blend? Retrieved from http://www.ericbray.com/wordpress/wpcontent/uploads/2012/12/site2011.pdf
Kizito, R. N. (2012). Pretesting mathematical concepts with the mobile phone: Implications for curriculum design. The International Review of Research in Open and Distributed Learning, 13(1), 38-55. https://doi.org/10.19173/irrodl.v13i1.1065
Kizito, R. N. (2016). Connectivism in learning activity design: Implications for pedagogically-based technology adoption in African higher education contexts. The International Review of Research in Open and Distributed Learning, 17(2). https://doi.org/10.19173/irrodl.v17i2.2217
Law, J. K., Thome, P. A., Lindeman, B. M., Jackson, D. C., & Lidor, A. O. (2018). Student use and perceptions of mobile technology in clinical clerkships – Guidance for curriculum design. The American Journal of Surgery, 215(1). DOI: 10.1016/j.amjsurg.2017.01.038
Leigh, M., & Goldrick, T. (2017). The top 5 disruptive technologies in higher ed. eCampusNews. Retrieved from https://www.ecampusnews.com/2017/06/05/disruptive-technologies-higher-ed/?all
Li, X. (2020). Students' acceptance of mobile learning: An empirical study based on blackboard mobile learn. Mobile Devices in Education: Breakthroughs in Research and Practice. DOI: 10.4018/978-1-7998-1757-4.ch022
Li, S., Yamaguchi, S., & Takada, J. (2018) Understanding factors affecting primary school teachers’ use of ICT for student-centered education. Mongolia International Journal of Education and Development using Information and Communication Technology, 14(1), 103-117.
Mach, P., & Becvar, Z. (2017). Mobile edge computing: A survey on architecture and computation offloading. IEEE Commun. Surv. Tutor., 19(3), 1628–1656.
Makerere University. (2016). E-learning environment. Uganda: Institute of Open, Distance and eLearning (IODEL).
Maria, J. (2016). Use of Whatsapp to enhance reading and writing skills at undergraduate college level. Language in India, 16(11), 47-60.
Mathew, D., Joro, I. D., & Manasseh, H. (2015). The role of information communication technology in Nigeria educational system. International Journal of Research in Humanities and Social Studies, 2(2), 64-68.
Ministry of Education. (2011). Executive summary, information and communication technology (ICT) master plan for education, 2011-2013. Bangkok: Ministry of Education of Thailand.
Mittal, N., Chaudhary, M., & Alavi, S. (2020). An evaluative framework for the most suitable theory of mobile learning. Managing Social Media Practices in the Digital Economy (pp.1-24). 10.4018/978-1-7998-2185-4.ch001.
Mojaye, E. M. (2015). Mobile phone usage among Nigerian university students and its impact of teaching and learning. Global Journal of Arts Humanities and Social Sciences, 3(1), 29-38.
Muyinda, B. P., Lubega, J., & Lynch, K. (2009). A model for scaffolding traditional distance learners for constructivist online learning. Makerere University Journal for Higher Education, 2(3), 155–176.
Mwapwele, S. D., & Roodt, S. (2016). The extent of usage of mobile devices for learning outside the classroom in a secondary school in Tanzania. In Proceedings International Conference on Information Resources Management (CONF-IRM 2016), 65.
Nigerian Communications Commission. (2020). Number of subscriber/tele density. Retrieved February 4, 2020, from https://www.ncc.gov.ng/statistics-reports/industry-overview#view-graphs-tables
Odukoya, J. A., Bowale, E., & Okunlola, S. (2018). Formulation and implementation of educational policies in Nigeria. African Educational Research Journal, 6(1), 1-4.
OECD/UNESCO. (2016). Education in Thailand: An OECD/UNESCO perspective. Paris: OECD and United Nations Educational, Scientific, and Cultural Organization, OECD Publishing.
Ogbuju, E., Mbanusi, C., Chukwu, P., & Onyesolu, M.O. (2012). E-learning system: Educational content delivery through mobile phones. International Journal of Emerging Trends and Technology in Computer Science, 1(2), 101-106.
Olafare, F. O., Adeyanju, L. C., & Fakorede, S. O. A. (2017). Colleges of education lecturers’ attitude towards the use of information and communication technology in Nigeria. Malaysian Online Journal of Educational Sciences, 5(4), 1-12.
Olaitan, W. A., & Olusegun J. O. (2017). Analysis of the attitude of college students towards mobile phone usage in Nigeria. International Journal of Education, Learning and Development, 5(6), 1-19.
Olayemi, O. M. (2019). Information needs of media practitioners in Lagos State, Nigeria. International Journal of Information Dissemination and Technology, 9(3), 116-120.
Oni, A. A., & Uko, E. S. (2016). Utilisation of ICT’s as teaching aids in two higher education institutions in Lagos. Makerere Journal of Higher Education, 8(2), 129–138.
Oyelere, S. S., Agbo, F. J., Yunusa, A. A., & Sunday, K. (2019). Impact of puzzle-based learning technique for programming education in Nigeria context. IEEE 19th International Conference on Advanced Learning Technologies (ICALT). https://doi.org/10.1109/ICALT.2019.00072
Oyelere, S. S., Suhonen, J. S., & Sutinen, E. (2016). Mobile learning: A new paradigm of learning ICT in Nigeria. International Journal of Interactive Mobile Technologies, 10(1), 35-44.
Panjaburee, P., & Srisawasdi, N. (2018). The opportunities and challenges of mobile and ubiquitous learning for future schools: A context of Thailand. Knowledge Management & E-Learning, 10(4), 485–506.
Peter, J. B., Adelaiye, O. I., & Bijik, A. H. (2018). Effect of technology distraction on learning among students in Higher Institutions in Central Nigeria. Circulation in Computer Science, 3(3), 10-14.
Phungsuk, R., Viriyavejakul, C., & Ratanaolarn, T. (2017). Development of a problem-based learning model via a virtual learning environment. Kasetsart Journal of Social Sciences, 38, 297-306.
Rabah, J. (2015). Benefits and challenges of information and communication technologies (ICT) integration in Québec English Schools. The Turkish Online Journal of Educational Technology, 14(2), 24-31.
Rana, S. (2014). A study of use of mobile phones for teaching & learning purpose. International Journal of Science and Research, 3(6), 2765-2767.
Rivers, P. A., Rivers, J. K., & Hazell, V. (2015). Africa and technology in higher education: Trends, challenges, and promise. International Journal for Innovation Education and Research, 3(5), 14–31.
Sagenmüller, I. (2017). 4 disruptive education technologies poised to change higher learning. Retrieved April 7, 2020, from https://www.u-planner.com/blog/disruptive-education-technologies-poised-to-change-higherlearning
Shaibu, A. S., Mike, J., Solomon, S. O., & Jarkko. S. (2016). The impact of mobile devices for learning in higher education institutions: Nigerian universities case study. International Journal of Modern Education and Computer Science, 8(8), 43-50.
Simeo, B. K., Michael, S. M., & Said, N. (2015). ICT application in teaching and learning processes by tutors: A case of selected Tanzania teachers’ colleges (TCs). Global Journal of Engineering, Design & Technology, 3(1), 12-17.
Song, Y., & Siu, C. K. (2017). Affordances and constraints of BYOD (Bring Your Own Device) for learning and teaching in higher education: Teachers' perspectives. The Internet and Higher Education, 32(1), 39-46.
Thongsri, N., Shen, L., & Bao, Y. (2019). Investigating factors affecting learner’s perception toward online learning: evidence from ClassStart application in Thailand. Behaviour & Information Technology, 38(12), 1243-1258. DOI: 10.1080/0144929X.2019.1581259
Torres, J.C., Infante, A., & Torres, P.V. (2015). Mobile learning: Perspectives. RUSC. Universities and Knowledge Society Journal, 12(1), 38-49.
Twining, P., & Henry, F. (2014). Enhancing ‘ICT teaching’ in English schools: Vital lessons. World Journal of Education, 49(2), 12–36.
Twiss-Brooks, A. B., Andrade, R., Bass, M. B., Kern, B., Peterson, J., & Werner, D. A. (2017). A day in the life of third-year medical students: Using an ethnographic method to understand information seeking and use. J Med Libr Assoc JMLA., 105(1), 12-19.
Tze, Y. S., Dewika, N., & Devandran, A. (2014). Improving students engagement through social media: A case study of a private university in Malaysia using Facebook. International Journal of e-Education, e-Business, e-Management and e-Learning, 4(6), 396-409.
UNESCO. (2016). Diverse approaches to developing and implementing competency-based ICT training for teachers: A case study. Paris: UNESCO.
Utulu, S. C., & Alonge, A. (2012). Use of mobile phones for project-based learning by undergraduate students of Nigerian private universities. International Journal of Education and Development using Information and Communication Technology, 8(1), 4-15.
Wang, B. T. (2017). Designing mobile apps for English vocabulary learning. International Journal of Information and Education Technology, 7(4), 279-283.
West, M., Kraut, R., & Chew, H. E. (2019). I’d blush if I could: closing gender divides in digital skills through education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000367416.page=1
Wishart, J. (2018). Ethical considerations in the incorporation of mobile and ubiquitous technologies into teaching and learning in educational contexts. Mobile and Ubiquitous Learning (pp.81-93). DOI: 10.1007/978-981-10-6144-8_5
Zovko, V. (2018). ICT-enabled education – need for paradigm shift. Croatian Journal of Education, 18(2), 145-155.
Zovko, V., & Gudlin, M. (2020). Artificial intelligence as a disruptive technology in education. Retrieved April 7, 2020, from https://conference.pixel-online.net/FOE/files/foe/ed0009/FP/5803-ENT3951-FP-FOE9.pdf