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

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.