Improving effectiveness of mobile learning technology for use in higher education: A comparative study of the UK and Jordan

Abstract

This research is aimed at assessing the capabilities and limitations of mobile learning technology and its impact on learning in Jordanian higher education. The data was collected through three sets of activities, namely a quiz, a questionnaire survey regarding mobile learning content in Jordan and two sets of focus groups that were conducted at Aston University and the University of Jordan. The mobile learning content was modified, keeping in view the technology limitations of both the countries, enabling identification of a broader aim of determining appropriate measures for mobile learning within limited technology environments. The quantifiable data was examined by using a Wilcoxon signed rank test and Cronbach’s alpha and the qualitative data was examined through thematic analysis. The results show that the execution of learning through mobile devices in the University of Jordan lacks the availability of advanced IT infrastructure. However, the examination of the focus group data shows that the participating students from Aston University and the University of Jordan experience the same concerns regarding mobile learning. For example, the undersized display of handheld devices and restrictive battery lifespan were mentioned by the participants at both universities as the restricting factors that limit the use of learning through mobiles. The research also found some contradictions between the extant literature and the research data obtained through three learning activities on the mobile learning content. For instance, the participants mentioned the battery life of mobile gadgets as a limitation but the literature revealed that with technological advancements in the form of availability of power bank devices, thus the issue of limited battery life is insignificant. The theoretical contribution of this research is the application of two mobile learning theories, TPACK theory and Connectivism theory for the creation of mobile learning content for this research. This research helps to examine the technology gap present in Jordan in contrast to the UK and identify the challenges and limitations of using communication devices for m-learning in Jordan; the technology gap between Aston University and the University of Jordan has been highlighted.