M-Learning

Introduction

The application of information and communications technology to education and training, both in the corporate and public sectors is now big business on a global scale. It is however, an industry that is young and relatively immature. The rapid emergence of new technologies outpaces the ability of learning communities to apply the technological infrastructure in any systemic or sustainable fashion. E-learning communities are still grappling with significant pedagogical, cultural and business issues, which are often under-estimated by the technologists. With the history of distance learning encompassing so many different learning environments, we need to find a definition that fits in all situations. There have been many definitions put forward in modern literature. Greenberg (1998) defines contemporary distance learning as “a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning” (pg. 36). Teaster and Blieszner (1999) say “the term distance learning has been applied to many instructional methods; however, its primary distinction is that the teacher and the learner are separate in space and possibly time” (pg. 741). Desmond Keegan (1995) gives the most thorough definition. He says that distance education and training result from the technological separation of teacher and learner which frees the student from the necessity of traveling to “a fixed place, at a fixed time, to meet a fixed person, in order to be trained” (pg. 7). From these definitions we can see that the student and teacher are separated by space, but not necessarily by time.

Over the past couple of years, there has been widespread recognition of the need to place e-learning in the much broader context of the emerging knowledge economy. In particular, the development of infrastructure embracing both e-learning and information environments is now regarded as a key issue. There are serious technical challenges inherent in developing such infrastructure and these technical complexities are equally relevant to the unfolding m-learning paradigm. M-learning has now emerged as a new wave of development, based on the use of mobile devices combined with wireless infrastructure, and much of the current literature on m-learning reveals all the strengths and weaknesses associated with the more mature e-learning communities.

M-Learning

M-Learning: What is it?

The evolution in education and training at a distance can be characterized as a move from d-Learning (distance learning) to e-Learning (electronic learning) to m-Learning (mobile learning). With the successful development of Bluetooth, WAP (Wireless Application Protocol), GPRS (General Packet Radio System) and UMTS (Universal Mobile telecommunications System), the technological structures for wireless telephony and wireless computing are now firmly in place. M-learning, or mobile learning, involves delivery of digitized content to either wireless phones hooked into laptops or personal digital assistants (PDAs). The wireless technologies of the mobile revolution have seen the worldwide proliferation of wireless communication devices (Landers 2002). The idea behind m-learning is that it allows on-the-go professionals to connect to training courses anytime and anywhere. M-learning can include anything from job aids and courseware downloaded on personal digital assistant to Net-based, instructor-facilitated training via laptop (Abernathy 2001). M-Learning, allows users to access IT courseware modules via the Palm operating system. The Microsoft and Cisco certification courses, covering telecommunications fundamentals, TCP/IP, UNIX and JavaScript, are already available in m-learning format (Report 2000). Mobile technology enables schools to extend learning beyond the walls of classrooms. Palm handhelds can be loaded with applications, such as financial calculators, reference books, literature books, coursework organizers, and word processors. The schools have already started experimenting with this technology to develop new ways to enhance the educational experience of its students and the teaching experience for its faculty. Stanford University Law School has recently experimented with Palm devices; other PDA applications are also in place around campus, with positive results. Washington's American University is implementing a plan to become the first totally wireless university (Reuters 2002). The University of South Dakota is supplying Palm Pilots to first-year law and medical students (Ed 2001). This technology provides students and teachers the opportunity to obtain any and all class-related material on their Palm handheld computers through a simple process of