This paper favours application in emerging economies in Sub-Sahara Africa and other developing country contexts

1. Dr Alice P.S Shemi
Copperbelt University, Computer Science Dept.
National Education Research Symposium
University of Zambia, 16-17 November, 2016

2.  Background and Introduction
 Some Useful definitions
 The Objectives
 The Main Research Question
 Review of Related Literature
 Characteristics of Mobile Learning
 Approaches to Deployment of Mobile Learning
 Framework Development using Theory
 Combining mRBT and Contextualism
 The Conceptual Framework
 Suggestions for the Application of the Framework
 Implications of the Study
 Conclusion

3.  The application of theory to explain mobile learning
adoption in higher education (HE) of developing
countries is not a common endeavour. Researchers
have lamented the need for theory that informs
practice in the application of mobile learning in HE
environment.
 Global trends on the outlook of mobile learning in
Africa have been incredibly positively (Ellis, 2013)
beating other continents and actually exceeding the
world.
 According to Motlik (2008), Africa and Asia would do
themselves a disservice if they ignored mobile
learning phenomenon or did not take serious action
on it.

4.  E-learning - defined as content designed for access
through electronic communication, such as the
Internet, intranets, digital versatile discs, and
synchronous and asynchronous modes (Crescente &
Lee, 2011). Examples are Blackboard, Moodle.
 Mobile learning - historically transcends e-learning,
provides a learning environment based on handheld
devices such as iPods (a digital audio and storage
device from Apple Corporation), personal digital
assistants, and smartphones (Crescente & Lee, 2011).
 Ubiquitous computing - As defined by Alexander
(2004) which is the use of mobile devices in offline and
online contexts still defines the realm of mobile
learning.

5.  This study aims to fill the research gap by
developing a conceptual framework that is
informed from theory (modified Resource
Based Theory (mRBT) combined with
Contextualism) to explain the undulating
path to mobile learning adoption in a
Zambian context of Higher Education.
 To provide suggestions for the
understanding of Mobile learning
Phenomenon and its application in a local
context

6.  How can mobile learning adoption in a
resource constrained HE institution of
developing countries, such as Zambia
be perceived for meaningful use?
 How does a typical HE institute define
and articulate mobile learning in view
of constraints?

7.  One of the enabling issues for mobile learning success according to
previous studies is the human factor (Kukulska-Hulme, 2007), and
mobile usability becomes imperative.
 Williams (2014) lament that HE literature lacks reviews on divergent
measures of institutional resources that researchers have used. They
employ the resource based view to understand ML.
 Experiences of mobile learning have been studied in many countries, and
among student and staff. The attitudes of students and educators in the
Arab Gulf region were investigated by Al-Emran, Elsherif, & Shaalan
(2016) and they found significant differences based on their students
smartphone ownership, country and age.
 In the US, mobile learning readiness was investigated using the theory of
planned behaviour (TPB). The authors (Cheon, Lee, Crooks, & Song,
2012) found that attitude, subjective norm and behavioural control
positively influenced students acceptance of mobile learning.
 In Turkey, Koc, Turan, & Okursoy (2016) investigated the acceptance and
usage of a mobile information system using a structural equation
modeling tool. Their findings state that ‘trust’ is an important factor to
determine the intention to use the mobile information systems, whereas,
personal characteristics, perceived eases of use and perceived
usefulness did not have a meaningful effect.
 There are several in developing country contexts

8. Characteristics
of Mobile
Learning
(Ozdamli & Cavus,
2011)
Ubiquitous
Portable
Size of
Mobile
Tools
Blended
PrivateInteractive
Collaborative
Instant
Information

9.  1. Issue Mobile Devices: Some universities issue mobile
devices to all or a test selection of faculty and students
and encourage them to make use of these devices in
their academic programs without the university
modifying its information technology architecture or
courseware.
 2. Deploy Special Apps: Other universities invest in the
deployment of software applications (apps) that enable
students and faculty to more easily interact with
selected university services on their own personal
mobile devices.
 3. Make Courseware Mobile-Friendly: Some institutions
have modified the design of their courseware and
communication strategies so that students may more
easily interact with course materials and carry out
assignments using their personal mobile devices.

10.  The Resource Based Theory-developed by Barney (1991) with a
view of looking inward into the organisation’s resources for
competitive advantage (Wade & Hulland, 2004; Peppard & Ward,
2004).
◦ Resources are defined as ‘stocks of available factors that are owned or
controlled by the firm’ (Amit & Schoemaker, 1993).
◦ However, the theory has a drawback in that it can not assist in looking
elsewhere for exploring opportunities.
 mRBT – The modified Resource Based Theory , is developed in
this study –to improve the RBT. Wade & Hulland ( 2004) used a
variation of RBT to define external networks in small firms
manufacturing business.
◦ This modification can not extend far.
 Contextualism – Developed by Pettigrew’s (1990)
 view that ‘theoretically sound and practically useful research on
change should explore the contexts, content, and process of
change together with their interconnections through time.’

11.  Contexts - as the outer and inner context (or
environment) of an organisation in relation to Mobile
learning-
◦ Outer context refers to economic, social, political, and the sectoral
environment surrounding the firm,
◦ inner context refers to the realm of the organisation that defines its structure,
culture and political environment.
 Content-to be used in ML
 Process of change together with their
interconnections through time.’
 The transcendent process of mobile learning can be
viewed as a process of change in this study, defining
the models of use of mobile devices, the applications
to be employed, the resources to be employed and
how support for students and staff in the HE context
may be provided.

12. Contextualism
mRBT
Mobile Learning
in HE
environment

13.  The Resource Based Theory identifies resources within
the institution as the preliminary point of analysing the
extent of mobile learning adoption in the institution.
With respect to CBU, a measure of mobile learning
adoption appreciation has been provided through the
strategic plan documents that highlight and provide
guidelines for application of ICT in the institution.
 Drawing from the definition of Contextualism
discussed in earlier section, this study draws from
Pettigrew’s (1990) view that ‘theoretically sound and
practically useful research on change should explore
the contexts, content, and process of change together
with their interconnections through time.’

14. Nature and Characteristic of
Mobile Learning
Environment
Factors Affecting Mobile
Learning adoption
Factor interaction and extent
of Mobile Learning adoption
Mobile Learning Applications
The Role of Local HE
Environment
REVIEW OF RELATED LITERATURE
Strategic Direction and HE
Leadership on Mobile
Learning
MobileLearningIntentionandUse
Mobile
Learning
Adoption
Factors in
Higher
Education
–
Conceptual
Framework

15.  In proposing an application framework, this paper draws from
Walsham (1993, p.71; 2006) who argues that ‘a good framework
should not be regarded as a rigid structure, but as a valuable
guide to empirical research.’ An interpretive and qualitative
approach is proposed to review the mobile learning environment
of a HE institution. This needs to be reviewed in line with
contextualism norms based on the content, processes of mobile
learning and the drivers of changes. As alluded to by Adams &
Mohadeb (2005) that drivers of change in HE ‘are numerous and
complex’, the epistemological position will also be dictated by
the prevailing institutional culture for adopting mobile learning.
 Interpretive cases studies may be undertaken to analyse student,
teaching and support staff aspects of the HE institution.
Interviews, observations and focus groups discussions may be
undertaken to establish the ‘what’, ‘why’ and ‘how’ of mobile
learning in the HE institutions.
 The analysis of language, images, and consciousness of the
participants of mobile learning reality in view of the resources
available may be accomplished in a hermeneutic fashion.

16.  The pragmatic aspects of this study must ensue
 This study assist in development of HE and alignment
of resources for optimum use in institutions
 Will assist in articulating a pragmatic strategic vision of
ICT in HE environment other than static postures.
 Will inform the design of mobile devices, spurring
mobile design and usability strategies.
 Has an inherent benefit to redefine and review core and
support processes in HE, relevant programs for
teaching and research, a community that promptly
responds to needs in their HE context
 Enhance collaboration among HE participants

17.  A conceptual framework for mobile learning
adoption has been developed based on theoretical
foundations supported by the modified Resource-
based view and Pettigrew’s theory.
 A suggested approach for application was provided
at the ontological, epistemological level and
methodological levels. An interpretive and qualitative
approach has been proposed with Contextualism
and mRBT.
 Interpretive cases studies of mobile learning may be
undertaken to establish the why, what and how of
mobile learning in the HE
 A hermeneutic method may be undertaken to analyse
the language, images, and consciousness of the
participants of mobile learning in the HE

18. Thank You!
Questions/Comments