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Adopting Mobile Learning in Tertiary Environments: Instructional, Curricular and Organizational Matters

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The University of Notre Dame Australia, 104 Broadway, Broadway, NSW 2007, Australia
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The University of Notre Dame Australia, 19 Mouat Street, Fremantle, WA 6959, Australia
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Macquarie University, North Ryde, NSW 2109, Australia
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Author to whom correspondence should be addressed.
Educ. Sci. 2013, 3(4), 359-374; https://doi.org/10.3390/educsci3040359
Received: 2 July 2013 / Revised: 13 September 2013 / Accepted: 16 September 2013 / Published: 27 September 2013
This qualitative study looked at the instructional, curricular and organizational factors impacting on the adoption of mobile learning in a higher education institution. Academics expressed their views on a variety of educational issues likely to enhance or hinder the effectiveness of the innovation. Teachers requested more professional development in a number of key areas including the integration of the technology into teaching and learning. Likewise, resolving vital issues such as workload, equity to access and effective policy making were seen as key to successful adoption. Technical issues such as having good wireless connectivity, need for efficient technical support, access to mobile devices and an understanding of their operational limitations with respect to desk/laptops were also highlighted. The study revealed a number of alternative perceptions and misconceptions, about articulating effective mobile learning pedagogies. For instance, staff expressed concerns about the risk of exposing students to superficial learning when mobile learning experiences were not well designed, the prospect that the devices might distract students from learning, as well as a possible deterioration of the quality of interaction between academics and students. Recommendations to reconcile those alternative conceptions with best practice principles are outlined. View Full-Text
Keywords: academics; perceptions; mobile learning; curriculum; adoption academics; perceptions; mobile learning; curriculum; adoption
MDPI and ACS Style

Handal, B.; MacNish, J.; Petocz, P. Adopting Mobile Learning in Tertiary Environments: Instructional, Curricular and Organizational Matters. Educ. Sci. 2013, 3, 359-374. https://doi.org/10.3390/educsci3040359

AMA Style

Handal B, MacNish J, Petocz P. Adopting Mobile Learning in Tertiary Environments: Instructional, Curricular and Organizational Matters. Education Sciences. 2013; 3(4):359-374. https://doi.org/10.3390/educsci3040359

Chicago/Turabian Style

Handal, Boris, Jean MacNish, and Peter Petocz. 2013. "Adopting Mobile Learning in Tertiary Environments: Instructional, Curricular and Organizational Matters" Education Sciences 3, no. 4: 359-374. https://doi.org/10.3390/educsci3040359

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