A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic
Abstract
:1. Introduction
2. Methods
3. Review of the Benefits and Challenges of M-Learning during COVID-19 Pandemic
4. Discussion
4.1. Benefits
4.2. Challenges
5. Summary and Recommendations
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Title | Method | Benefits and Challenges | Platform | Target Population | Findings |
---|---|---|---|---|---|
Effectiveness of Mobile Learning Implementation in Increasing Student Competence and Preventing the Spread and Impact of COVID-19 [29] | Quantitative | Benefits: Students were not affected by COVID-19 since their education proceeded with M-learning. | Google Meet, Zoom, emails | University learners | M-learning allowed students to continue their education while avoiding the spread of COVID-19. Furthermore, the learning materials presented via M-learning were well-organized and useful to the students. |
ControlDroid: A M-learning platform to learn and teach control systems in technology and engineering [30] | Qualitative | Benefits: Home-based laboratory experiments are both cost-effective and convenient. | Google visual tool Blockly | Engineering and Technology learners | Conducting practical lab work is one of the most challenging aspects of online education, although it is partly mitigated by the availability of a home laboratory. |
Teaching-learning practices and methods for the elderly: support for pedagogical and accessibility guidelines [31] | Quantitative | Challenges: Language barriers, cognitive difficulties, and lack of patience. | Not mentioned | Senior citizen | Because of the nature of simulated teaching, maintaining composure is often difficult, and evaluations are tough to carry out. |
Mobile Learning Adoption: An Empirical Study [32] | Quantitative | Benefits: Ease of use, regardless of gender, age, or educational institution. Challenges: Security and privacy concerns, the danger of diversions, mobile device screen size, data security, content concerns, financial limitations, and certain technological difficulties. | BYJU’S, SWA YAM, and NPTEL (Learning Management System available in India) | University learners | M-learning adoption is limited in developing countries such as India due to the lack of Internet access and power supply. |
Adaptive Virtual Learning System Using Raspberry-Pi [33] | Qualitative | Benefits: Flexibility, offline version of the content, and practical assessment, which develops the student’s skills. Challenges: Offline access to material and assessment is cumbersome for widespread usage. | Moodle | Remote village learners | Learners have the choice of progressing through the course according to their level of comprehension. On the other hand, owing to the large volume of learners on the online platform at the same time, there is a possibility of platform inaccessibility due to network or server failures. |
Engineering Students’ Virtual Learning Challenges during COVID-19 Pandemic Lockdown: A Case Study [34] | Qualitative | Challenges: Availability of the content and system | Not mentioned | Nigerian engineering learners | It is a challenge to implement M-learning in areas where electricity and Internet access are unreliable. |
Problems and Opportunities of Using LMS Moodle before and during COVID-19 Quarantine: Opinion of Teachers and Students [35] | Qualitative | Benefits: The content is organized Challenges: Instability, lack of active communication, and comprehension of the goal. | Moodle (Learning Management System) | University learners and educators | Students and teachers are more comfortable using social media over Moodle for active communication, and a deadline reminder plugin is expected. |
Mobile Learning in Higher Education: Structural Equation Model for Good Teaching Practices [36] | Qualitative | Benefits: Mobility | Not mentioned | Spanish university educators | Students recognized the need for mobile learning and adapted appropriately since it was their only choice to continue their studies throughout the pandemic. |
An empirical examination of continuous intention to use M-learning: An integrated model [37] | Quantitative | Benefits: Improves learner satisfaction and performance. | Not mentioned | Postgraduate learners | M-learning is more beneficial for postgraduate students since their maturity, flexibility in critical thinking, communication, and analytical skills are better compared to younger learners. |
My CS1 class flipped over COVID-19 [38] | Qualitative | Challenges: Content problem | YouTube (PowerPoint slides and Google Meet video) | Programming learners | The content was supposed to be given in a conventional face-to-face session, but COVID-19 forced it to be offered online, which presented difficulties for the students. |
Teacher’s Readiness to Adopt Mobile Learning in Classrooms: A Study in Greece [39] | Qualitative | Benefits: Mobility Challenges: Non-ICT and aged educators | Not mentioned | Educators | Both technical and non-technical educators should embrace emerging M-learning trends. |
COVID-19 impact on undergraduate teaching: Medical radiation science teaching team experience [40] | Qualitative | Challenges: Conducting experiments without a laboratory | Zoom | Mainly undergraduate learners | It is a challenge to set up laboratory services for the medical sector using M-learning. |
Mobile learning in chemical engineering: An outlook based on case studies [41] | Qualitative | Benefits: Active participation attracts and maintains students’ attention. Challenges: Issues with connectivity and a lack of attention on the lecturer | Platforms used for testing learners (Kahoot, Socrative, and Mentimeter), platforms used for improving the quality of classroom learning (Mindomo, Genially, social networks, and Quizlet), platforms used for sharing content (Padlet, Google Classroom, Moodle, and Concept Warehouse) | Chemical Engineering learners | Although the tools are all open source and inexpensive and help in directing learners’ focus to the course, the connection issue detracts from students’ interests. |
A Conceptual Framework for Mobile Learning Development in Higher Education [42] | Qualitative | Challenges: Lack of information, opportunity, and practice in Bulgaria | Not mentioned | Bulgarian learners | There is no practice or platform for online learning in Bulgaria. |
A Sprint-Based Approach to Teaching Computer Science [43] | Quantitative | Benefits: Own tasks, minimize chances for cheating, maximize educator–learner interaction time, and allow one to work remotely. | Google Classroom | Computer science learners | The platform will increase students’ capacity for creativity, while the soft copy of the code will reduce their tendency for cheating. |
Investigation and Analysis of Learning Anxiety for Online Teaching in Universities and Colleges under the Epidemic Situation [44] | Mixed methods | Challenges: Inability to respond in real time, a lack of communication, and anxiousness. | MOOC, Rain Classroom, Tencent Classroom, WeChat, icourses, and some Chinese application | Chinese learners | Inadequate communication and the response of the student. Communication mainly takes place electronically. |
New challenges for teacher education introduced by the use of ICT in the classrooms [45] | Qualitative | Challenges: Educators lack skills on the online platform as well as in assessment strategies. | Not mentioned | Educators | Educators should be provided with guidance and training on preparing online courses and exams. |
Teachers’ adaptation to technologies during the pandemic by COVID-19 [46] | Qualitative | Challenges: Lack of adaptation and interaction between learners and educators. | Google Forms, PowerPoint, Prezi, Zoom | High school learners and educators of Portugal | As a consequence of the online platform, there is a lack of interaction and connection between learners and learners. |
Impact of COVID-19 and “Emergency Remote Teaching” on the UK Computer Science Education Community [47] | Mixed methods | Challenges: Issues with assessment and examination. | Not mentioned | Computer science learners | Due to the evaluation problem, and a dearth of practicum opportunities, the quality of online instruction is compromised as compared to face-to-face instruction. |
The Application of IoT layer one Based Mobile Labs in Engineering, Science and Technology Education [48] | Quantitative | Benefits: Cost-effective and easily accommodates a large numberof learners. | Tinkercad | Engineering and Technology learners | The IoT-based labs were very beneficial since they accommodated a large number of learners with little resources and could be performed remotely. Additionally, they have an assessment function for grading the students. |
Nursing Faculty Experience with Online Distance Education During COVID-19 Crisis: A Qualitative Study [49] | Qualitative | Challenges: Practical work and Assessment problem | Zoom | Medical Nurse learners | Medical practical lab work and assessment is very different to provide through online education. |
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Saikat, S.; Dhillon, J.S.; Wan Ahmad, W.F.; Jamaluddin, R.A. A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic. Educ. Sci. 2021, 11, 459. https://doi.org/10.3390/educsci11090459
Saikat S, Dhillon JS, Wan Ahmad WF, Jamaluddin RA. A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic. Education Sciences. 2021; 11(9):459. https://doi.org/10.3390/educsci11090459
Chicago/Turabian StyleSaikat, Shahnawaz, Jaspaljeet Singh Dhillon, Wan Fatimah Wan Ahmad, and Robiatul A’dawiah Jamaluddin. 2021. "A Systematic Review of the Benefits and Challenges of Mobile Learning during the COVID-19 Pandemic" Education Sciences 11, no. 9: 459. https://doi.org/10.3390/educsci11090459