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

<p>This research is aimed at assessing the capabilities and limitations of mobile learning technology<br>  </p> <p>and its impact on learning in Jordanian higher education. The data was collected through three<br>  </p> <p>sets of activities, namely a quiz, a questionnaire survey regarding mobile learning content in<br>  </p> <p>Jordan and two sets of focus groups that were conducted at Aston University and the University<br>  </p> <p>of Jordan. The mobile learning content was modified, keeping in view the technology limitations<br>  </p> <p>of both the countries, enabling identification of a broader aim of determining appropriate<br>  </p> <p>measures for mobile learning within limited technology environments. The quantifiable data was<br>  </p> <p>examined by using a Wilcoxon signed rank test and Cronbach’s alpha and the qualitative data<br>  </p> <p>was examined through thematic analysis.<br>  </p> <p>The results show that the execution of learning through mobile devices in the University of<br>  </p> <p>Jordan lacks the availability of advanced IT infrastructure. However, the examination of the<br>  </p> <p>focus group data shows that the participating students from Aston University and the University<br>  </p> <p>of Jordan experience the same concerns regarding mobile learning. For example, the undersized<br>  </p> <p>display of handheld devices and restrictive battery lifespan were mentioned by the participants at<br>  </p> <p>both universities as the restricting factors that limit the use of learning through mobiles.<br>  </p> <p>The research also found some contradictions between the extant literature and the research data<br>  </p> <p>obtained through three learning activities on the mobile learning content. For instance, the<br>  </p> <p>participants mentioned the battery life of mobile gadgets as a limitation but the literature<br>  </p> <p>revealed that with technological advancements in the form of availability of power bank devices,<br>  </p> <p>thus the issue of limited battery life is insignificant. The theoretical contribution of this research<br>  </p> <p>is the application of two mobile learning theories, TPACK theory and Connectivism theory for<br>  </p> <p>the creation of mobile learning content for this research. This research helps to examine the<br>  </p> <p>technology gap present in Jordan in contrast to the UK and identify the challenges and<br>  </p> <p>limitations of using communication devices for m-learning in Jordan; the technology gap<br>  </p> <p>between Aston University and the University of Jordan has been highlighted.</p>