Benefits and Limitations of Mobile Learning

According to Ericssons forecast, 80% of the worlds population (6.4 billion people) will be
Smartphone users by 2021. Another report states that more than four out of five workers now
access their work related documents on the move.
This paradigm shift calls for a need to adopt m-learning to train the current Gen workforce. Lots
of efforts are already being made to convert huge legacy courses to a mobile-friendly HTML5
format. But is it all just good about mLearning? How much do you know about the limitations of
mLearning? This blog aims to show the two sides of the mLearning dime, highlighting its
features while at the same time, pointing out its limitations to be an effective learning strategy.
Lets start with the good things first. Listed here are the USPs of Mlearning as a learning
support tool
1. Provides Easy access: Mobile learning provides easy access to learning anyplace,
anytime, making it more convenient to learners. Learners have the advantage of spending
their time spent on traveling, between meetings or during weekends focusing on the subject
they want to learn.
2. Facilitates Collaborative Learning: mLearning encourages collaborative learning,
allowing learners at different locations to get in touch with their peers or others teams to
discuss and learn. Social learning is a happening trend which creates a sense of
competition and cooperation, which will lock the learners attention towards the course.
3. Boosts Learner engagement: Training at the workplace mostly consists of verbal and
desktop communication, but adapting mobile learning can bring several opportunities to
engage the learner on a digital and social level outside of the work. This new dimension
will erase the sense of boredom in learners mind about the course.
4. Encourages Self-paced Learning: No two learners are the same. Each one has his or
her own way of understanding the content to learn. With mobile learning, learners are now
able to learn in their own style, at their own pace. In a classroom scenario, occasionally,
there will be a few learners who wouldnt have understood the concepts clearly but hesitate
to ask for a re-explanation. In mobile learning, nobody knows or cares how many times
you revisit the course, which gives you the freedom to do it until you have understood it
all.
5. Address all learning styles: Mobile learning can fit different learning styles as it allows
learners to do the following:
o Reading
o Learning through videos
o Listening to podcasts (Audio)
o Research on the Internet
Enough with the campaigning, lets move on to the not so good things, shall we? While
mLearning brings a lot to the learning table, it certainly has some limitations that you should
consider before stepping in the mobile learning planet. Here are a few.
Connectivity could be a miss: Like I said, mlearning is supposed to happen anywhere,
during your commute to office, while youre travelling to attend a meeting out of town, or even
when you are on vacation (some knowledge every now and then wouldnt hurt). During these
times, there may be some connectivity problems while uploading and downloading the
information because of poor or totally absent mobile network signals (Any idea hows the
connectivity at the top of the Everest?).
 Limited information, a limitation: Even though the Smartphones of today come with a
pretty good screen size, Kindle eBook Readers are making some sound in the market. Whys
that? Its because they come with an optimized screen size and resolution that provides a
comfortable reading experience (even in low-light conditions). Moving on to our Smartphones,
it can strain the eyes of the learners if they keep looking at their screens for a longer period.
Dont worry, mlearning is never meant to be a long time relationship between content and the
learner. Use microlearning strategies to get the best out of your mlearning efforts.
Device Compatibility: Just because your new authoring tool is good at converting any
content to HTML5, it doesnt mean your course is gonna look great on every mobile device out
there. With the easier availability of manufacturing resources, tens of varieties of mobile phones
are coming into the market every day. Your learners may possess a mobile device that may or
may not support the type of content you develop. In addition to the cost of these devices, there
are monthly data charges from mobile network providers that your learner needs to pay. So
downloading large content not only takes time, but also costs a lot. You dont want your learners
to come to you for a raise to pay their increased mobile bills, do you?
Feature-rich mobile, a distraction: Another reason why people move to Kindle
Readers even though their mobile device can offer the same thing is that, they need solitude.
These eBook readers come with only one feature which is reading and this enables zero
distraction, at least from within the device. How many times does your phone buzz while youre
in a meeting, which distracts your attention at least by 10%? Its the same with mLearning.
While accessing the course through mobiles, if the learner gets a call, SMS, or social media
updates, they are bound to get distracted.
 Mobile learning standouts as a great resource to facilitate better learning, as long as you pledge
to keep its limitations in mind while designing one. Mobile technology helped us by bringing a
lot of distant things up-close and has the potential to do the same with our learning programs.
With the future of more and more mobile workforce, mLearning could be a savior for many.
What do you think?

Advantages and Disadvantages of M-Learning

written by: Regina Woodardedited by: Sylvia Cochranupdated: 1/21/2011

When it comes to learning, people are becoming more and more on the go instead of being in the
traditional classroom. In this article, learn the advantages and disadvantages of m-learning, the
ability to go to class through your mobile phone or laptop.

Introduction

Professionals engaged in online educational activities will agree that the concept of e-
learning started during the penultimate decade of the previous century, when desktop computers
alone were used. E-Learning is a subsect of distance learning, in that students aren't necessarily
in a traditional classroom in order to participate in school activities.

The term M-Learning stands for mobile learning, which refers to learning with the aid of
handheld technology like mobile phones, laptops and any other similar portable devices which
are handy.

As with distance and e-learning, there are many advantages and disadvantages of letting
technology take a complete hold of one's education.

Modes of M-Learning

M-Learning is characterized by the ability to learn through portable devices. Technology has
continued to play a pivotal role in teaching and training, though mobile technologies and devices
have their own share of advantages and also disadvantages. There are many different types of m-
learning -

Communication through SMS between two mobile phones,

whereby one can send or receive text messages of 160 characters.
Extended form of SMS MMS (Multi-Media Messaging Service).
In this technology, text messages and graphics both are included.
WAP enabled mobile phones that can access the Internet through
deploying protocol of international standard.
Personal Digital Assistant (PDA) devices that function like mini
PC compatible machines, like Palm OS or Pocket PC Mac OS.
 Bluetooth facilitates PDA message sharing from one mobile device
to another.
MP3 file format for compression and sharing
PDA CAMs

Experts prognosticate that in the foreseeable future the markets will have 4G phones (4th
generation mobile phones) capable of 100 megabits per second in multi-media transmissions.

Advantages of M-Learning
One can access lessons, video clips and audio libraries from
anywhere, including public places and moving buses and trains.
Interaction with fellow students and instructors will be a great
help. It is an accepted fact that learning is made easier when information is shared and
questions answered through a sort of combined study. This helps several students to work
together on assignments even while remaining at far-flung locations.

Portability is a very big plus, as a PDA is compact and very

lightweight, and enables a student to take notes or enter all types of data directly into the
device.
There is a psychological factor; owning handheld devices increases
student motivation and deepens the commitment to using and learning with them.
Further, the present generation of students has a fascination with handhelds like PDAs,
mobile phones and similar carry-around devices. The learning material is mostly colorful
and inviting which may prompt students to go back and forth and practice more.
It is a fact that most handheld devices are more affordably priced
than larger systems, and already a major percentage of the population owns them.
Flexible hours of learning are indeed a great boon as students can
access the system anytime 24-7 and from any location. What is more, teacher support can
now be expected even outside classrooms and other learning environments.
Each student can learn at his or her own pace - some student may
be slower learners. The students who pick up things fast need not waste time going
repeatedly through basic lessons.
Yet another blessing is a huge saving in the cost of learning
materials and also commuting expenses.
Disadvantages of M-Learning
There is the definite inconvenience of size, as the student has to
learn while hunched over the small screen of a mobile phone and PDA.
There is no denying that the storage capacities of PDAs are
limited.
Anyone who has a mobile gadget knows that the short battery life
and frequent changes of batteries are a great nuisance.
Add to this the absence of a common hardware platform; this
makes it extremely difficult to develop content for use by all.
 Devices may become outdated quickly and students have to keep
combating obsolescence.
There is limited wireless bandwidth and chances are that it may
further decrease with the number of users ever on the increase.
In the M-Learning venue, students are incapable of printing,
simply because it requires a network connection. This is obviously not feasible in a
number of real-life situations.

As a society, we have come to rely on technology to help in everyday life. M-learning is growing
powerful, not just for education, but for business and personal use as well. As technology grows
and gets better, we'll discover more ways in which we can use it.
Benefits and Limitations of Mobile Learning

Today, moving away from the traditional classroom, more and more people are making use of
technology for learning purposes. People are recognizing the benefits of mobile learning, hence,
the approach becoming more of standard rather than an exception.
Mobile learning (M-learning) refers to learning with the help of mobile devices, laptops or other
similar portable technologies. It involves going through content and social interactions including
multiple contexts. A popular technology that facilitates this form of learning is EZTalks.
EZTalks is an online-based video conferencing platform that allows you to connect with others
anywhere in the world, around the clock. The amazing software platform is integrated with
content sharing, audio conferencing, remote control, screen sharing, video conferencing (HD)
and much more Its dynamic use can be employed in many fields such as finance,
community, training, government, education and many more.

Part 1: Benefits of Mobile Learning

Accessibility: M-learning supports both active and voluntary learning. It provides an
environment that allows access to peers, content, portfolio artifacts, experts and much more. This
level of constant accessibility can be from a laptop, tablet or smartphone or just in person.
Increased cloud-based collaboration: With the cloud platform been the key to mobility, its
accessibility provides availability of learning materials including all data resources, thus,
opening doors to inaccessible forms of collaboration and revision.
Performance Metrics of Knowledge: This form of learning provides diversified measures of
performance and comprehension when it comes to application of knowledge.
Asynchronous Learning Experience: M-learning allows you to have a personalized learning
experience. When it comes to understand things, people are different. Here, the time provided is
enough or adaptable to anyone.
Integration of various Learning Styles: Mobile learning addresses the entire concept of
integrated learning (personal communication, digital interaction and physical movement) such as
listening to a podcast, use of videos to learn and also research.
Transparency: This is the byproduct of mobility, collaboration and connectivity. Through
social media platforms such as Facebook, twitter and Linkedln, Mobile learning gets a fast
audience both in regional and global communities. This is all possible because performance,
reflection, evaluation, thinking and planning are both digital and mobile.
Diverse Thinking: Mobility in M-learning comes along with diversity. With constantly
changing learning environments, the way of thinking has evolved as a result of new challenges,
ideas and opportunities. Collaborating audiences think diversely and are also diverse.
Learning support: The support provided to learners is continuous. It facilitates individualized
tutoring, advice and access to resources for learners and teachers. The learning experience is very
rewarding.
Course creation and content delivery options: The learners see mobile learning application
as a tool for referencing. Course accessibility through devices allows learners to get hold of
authentic and useful information.

Part 2: Limitations of Mobile Learning

 Cost: A mobile device with limited functionality capabilities may not be suitable for m-
learning. Hence, a student has no option but to get one with the required level of functionality so
as to access the online courses. This mobile device may be relatively expensive.
Size inconvenience: The mobile device normally has a small screen size where the student is
forced to strain their eyes as they access the online resources. The information provided may also
be incomplete due to the limited size of the device.
Limited storage: Memory storage that is available in mobile devices may not be enough to
store numerous offline content and other downloaded resources.
Unexpected distractions: These distractions may be in the form of a simple SMS, notification
or call as someone accesses online content.
Short battery life: Most devices discharge quickly especially when there are a number of
active apps within the device. This could be a major problem for learning across lengthy periods
of time.
Limited connectivity: Limited bandwidth may make it difficult to access online content.
Technological problems: Mobile learning can be challenging if there's no device
standardization. Teachers may face the problem of keeping all their students on the same level
since smartphones and tablets have access to different operating systems and hardware. The
students may not be able to engage in online discussions or even access the coursework.
Today, we rely more on technology when it comes to solving common everyday life problems.
Mobile learning has proven to be a powerful tool for personal use, education and business as
well.

A MOBILE CLASSROOM TEACHING METHODOLOGY

In encouraging students to do their best to learn, we attempt to make classes challenging, yet
reasonable in terms of work load and conceptual difficulty. Through research and experience we
have modified the requirements of all our courses. Each class period requires preparation to
ensure that the student is ready to engage the topic at hand. We expect the students to: read,
reflect, reinforce, and reexamine to ensure that the course content is understood.

Read
We use an e-text in both Macroeconomics and Microeconomics that is supported by
supplemental publisher tools to allow the student access to the class topic. These e-texts are
available on any device from any location with wireless or 4G access to the web. The e-text
reading covers the topic at hand but is also linked to reinforcing information that helps broaden
the students knowledge of the topic.

Reflect
To ensure preparation through reading, each chapter has an associated assignment using
flashcards that require the student to determine their own level of understanding. These
flashcards ask the student first what they think their level of understanding is on the question at
hand: Guessing through I am sure of the answer. This questioning over topics gauges the
students level of comfort with the topic. If the answers are incorrect or if the student is guessing,
the same or a slightly different question will be recycled through the assignment to gauge later if
the student has sufficiently understood the topic. These flashcard assignments are scheduled for
10 to 15 minutes of review, but can take longer based on the level of correctness demonstrated by
the student. These flashcards are extremely flexible in their use, allowing us to set both times and
or topics to be covered.

Reinforce
In-class or out-of-class activities can be given to reinforce the concept in the students minds.
These assignments typically involve generating numbers through an activity that builds the data
to be examined. We use excel in the classroom to model these examples. A simple example is:
The class is broken into 10 groups and each group is given a paper template that can be made
into either a car or a house. The group then hand tears the house or car out of each template. At
the end of each three minute production period, we count the number of houses and cars each
team produces. We then enter each teams production, creating a production possibilities curve
for each team and ultimately for our class world. A second round of production is set up, but this
time we add scissors to hasten the production process for the three minute round. Again, the
students count the number of cars and houses that were produced. We enter the data for the
second round, gauging how we might expect the data to change and talking about what changes
occurred. The introduction of this new technology (scissors) expanded our productivity and
allowed us to produce more of each output. Rather than a statement of a concept (which may or
may not be understood by the student) each student now has a basis for understanding that
concept and its implications through a hands-on experience. This personal experience on the part
of the student ensures a basis for success. At the completion of each activity, the students submit
their Excel templates for grading. Each assignment (three for each class) is worth twenty points
for a total of sixty points for class participation (if the student gets all the work correct in the
assignment).

Reexamine
The use of Blackboard and McGraw Hill Connect as tools to administer and grade tests allows
me to give students the ability to control the speed of their mLearning and the possibility of
redoing work for credit when performance was poor. This flexibility, coupled with the use of our
Chexel.com grader for Excel spreadsheets, allowed the students to attempt and to correct Excel
spreadsheets that developed both economic concepts and technology/business skills (Shepherd,
et. al., 2013). After the class, the students can complete online quizzes covering the topics
covered during activities throughout the mLearning process.

eText and Content Support

The authors are currently using McGraw Hill Connect for both classes. We use The Micro
Economy Today (Schiller 2013) and The Macro Economy Today (Schiller 2013) as our texts
for these classes. Using these online texts, students have access to their text in real time twenty
four hours a day from any location and any device.

LMS - Blackboard
Blackboards Course Sites is a learning management system (LMS) that allows faculty to add
resources for students to access online to PowerPoint, video, audio, animation, and other
applications that are created outside of Blackboard and added into Blackboard. Links from
Blackboard to McGraw Hill Connect automatically redirect students from the central class LMS
to external activities. McGraw Hill Connect then automatically updates grades in the LMS when
students complete tasks. This minimizes the workload of the instructor when it comes to grade
updates.
In-Class Activities
In addition to regular class lectures, we typically have five types of in-class activities:
1. PowerPoint or Keynote presentation of lecture slides. Both macroeconomics and
microeconomics classes involve a multitude of data presentations. These presentations can be
from the class being presented, or they can be supportive presentations that offer additional
understanding for student review.

2. In-Class Activity Excel Data Analysis. In class the students download a spreadsheet template
for the class activity from Chexel.com. A typical class has three activities that are interspersed
throughout the class, requiring either follow me or do it yourself activities.

3. Responseware Students were asked to download Responseware and to create accounts

required for participation inclass activities. Primary uses in our classes were taking roll and
participative feedback on mathematic or economic questions. Certain presentations had real-time
assignments included that required the students to answer questions. As instructors, we could
wait for answers during the presentation while the students decided on their response, and then
present the distribution of answers from the class for discussion. Percentages for each response
were shown and then we would discuss what differences might have caused the answers to vary.
Before moving on to the next screen, the students would be informed of the correct answer. If
there were a significant number of problems in understanding the concept, I received immediate
feedback allowing me to re-cover the concept immediately before moving on. An additional
benefit of using Responseware was my ability to force free riders into action. A major problem
with large classes is student engagement. Responseware helped me engage every student during
every class. Students are informed that they must log into their Responseware account and be
prepared to answer any questions that I might have for them. These questions range from Are
you here today? to What do you think the right answer is for this question? Non-response to
questions indicates that you are not here mentally and therefore has an impact on the
participation grade. Responseware data is downloaded daily to Excel to generate reports by user
and by question so that it is easy to see who is not participating in the class activity. Vindictive
users might impact the class through blatant wrong answers to group polling, but as the instructor
it was up to me to gauge when it was appropriate to move on to another topic rather than hold up
the rest of the class. 4. Discussion-board Blog Activities. Classes also used discussion activity on
the Blackboard system. Authors used the system to assign a random group number to each
student who would then receive an email containing their group leader and the discussion paper,
question, and supporting documents. With this prior notice, the students were well prepared for
their in-class group work the next day. With notification each student knew his or her group, the
task and the required output. During class, students were issued additional props (such as cups or
materials for operations activities) and sent to locations of their choice to collaborate, complete
the application, and report back their findings. These activities required that all students complete
spreadsheet templates with their data findings. A videographer was assigned to each group who
would video the activity using his or her iPhone or iPad and submit the video along with the
group solution for grading. Completion of the group task required spreadsheet submissions by all
students, group video submission, and a blog analysis of the situation. The iPad has essentially
freed the student from the classroom with a manageable device that is connected, mobile, and
functional, allowing true collaboration with real student learning.

5. Tests and Quizzes The textbook provides a bank of questions which can be used in quizzes or
major tests. These particular quizzes were designed to have each student given a variable number
question so that each student had different answers to the same question. Quizzes became more
mathematical in nature, rather than typical multiple choice. For major tests I used traditional
multiple choice or true / false questions to speed up feedback to the students. Tests and quizzes
can have the following criteria: a. Random Block Test the questions can be pulled randomly for
each student with each student getting different test questions. b. Single or Multiple Attempt I
could chose if the students could have more than one attempt at the quiz or test. c. Forced or
Delayed Completion I could allow the student to open the test, save it and when finished,
submit the test, or I could force completion of the test once opened. d. Set Timer I could allow
unlimited time or set an elapsed time for the test. e. Feedback There are many levels of
feedback available to the student. Initially, score and submitted answers were given at the
completion of the test. f. Questions Presented One at a Time or Show All Questions the
students could see only one question at a time or they could see all the questions on the quiz. g.
Prohibit Backtracking the student could not return to already completed questions. h.
Randomized Questions answers within the question can be randomized.