“Mobile Learning in Developing Nations” by Scott Motlik

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Table of Contents

Introduction
Methodology
Discussion
Conclusion
References

Introduction

The trend to change the familiar learning environment is not a new issue. People tend to have less time to devote solely to the process of education. This position is especially true for higher education, specific courses, and professional development trainings. One approach to the change of the learning environment is the distant learning which representative in the internet era is e-learning. Ironically, without being developed to its full potential, the substitute of e-learning, i.e. mobile learning is predicted to take the place of e-learning, at least in Asia and Africa. In the article “Mobile Learning in Developing Nations”, the author –Scott Motlik argues that mobile learning has all the chances to take the lead of distant learning in Asia and Africa, whereas following the e-learning pattern would be a huge ‘disservice’ that will slowdown the development of distant learning. This paper critically analyzes Motlik’s article arguing that mobile learning itself at the current stage has particular drawbacks that prevent it from competing with e-learning on equal terms.

Methodology

Basically, the analysis of the article will be based on examining the reasons provided by the author to explain the claims. The analysis is built upon the argument that the provided reasons are selective in providing the whole picture of the issue. The reasons explained by the author are effective and believable, but the analysis questions their subjectivity in regards of mobile learning.

Discussion

The first argument used by the author in regards of education pointed to the example of using the mobile phone to send “short message service (SMS) messages to a given telephone number in order to respond to quiz questions shown on a projector screen” (Motlik, 2008), where this argument was concluded that “in situations where class time for the courses is limited, there is a real need to provide extra-curricular learning opportunities.” (Motlik, 2008) If defining mobile learning educational process it can be said that it is “any learning and teaching activity that is possible through mobile tools, or in settings where mobile equipment is available.” (Crestani et al., 2004) In that sense, the example given by Motlik is no relevant to “educational process” as much as it is to its attribute ‘mobile’.

The example of learning English as a second language in Japan through mobile phones seems very specific in two directions. The first is Japan, as a nation which produces entertaining portable products that are used as brain games as well as learning words quizzes. Taking as an example the game for the portable console Nintendo DS, “My Japanese Coach”, its similarity is assumed to match the learning English as a second language in Japan, although implementing game elements. The second direction is the language context, where throughout the article, it was the only context used to demonstrate the potential of the mobile learning. In that sense, the reasons explained seem too narrow for such a perspective platform.

A similar confusion in definitions can pointed in the use of mobile phones in Africa. Following the context of the arguments provided by Motlik, there is little relevancy between the role of e-learning in Africa, the statement that “the growth of m-learning “has brought e-learning to the rural communities of Africa to learners that we never imagined as e-learning learners just a few years ago” (Motlik, 2008) and the observance that posted information would have taken time to reach students if not for the SMS. It can be seen that the author is missing the point, where posting information is not an educational process, but rather a service that is similar to e-mail or instant messaging.

According to the workshop report for mobile learning (2005), the areas which mobile learning can facilitate includes, but not limited to:”enhancing quality of learning” and “enhancing quality of teaching.” (Unesco. Asia and Pacific Regional Bureau for Education. and Asian Development Bank. Institute., 2005) It can be followed that the current state of mobile learning is not that mobile, where “much of the current work with mobile technologies, especially in school, is in fact on personal connected learning”(Kukulska-Hulme and Traxler, 2005)

Another set of arguments can be seen in the author, comparing the mobile technology advancement in Asia with internet technology advancements in North America. The context of comparison refers to the usage of telecommunication networks, i.e. GSM and its third generation3G. This comparison limits the tools used in mobile learning to mobile phones and communicators or smartphones whereas the tools which are specified to create, offer and access mobile learning tools include laptops, tablets, PDAs, or as stated in the workshop, “the result of two converging technologies: computers and mobile phones” (Unesco. Asia and Pacific Regional Bureau for Education. and Asian Development Bank. Institute., 2005) In that matter, it can be seen that three of those tools use wireless connection rather than mobile telecommunication networks.

The author’s conclusion summarizes the content of the article with the claim that staying with Web-based learning “would be a serious disservice to both learners and instructors if Asian and African DE.”(Motlik, 2008) The reasons of that claim seem unconvincing in saying that Web-learning is an “educational medium that is a poor match for all involved.” If assuming that the evidence of such claim is the statement mentioned saying that the problems of Web-learning includes “lack of proper course monitoring; lack of adequate feedback to students; poor instructional design; poor training for instructors; lack of necessary technology; lack of Internet accessibility; lack of online resources; high costs; and lack of credibility for online degrees.” However, the author did not provide arguments that mobile learning is would be free of such problems other than mentioning that it is widespread, easy-to-use and familiar.

Conclusion

Summarizing the aforementioned, it can be said that the perspective presented by the author is effective, and at the same time contradictory. The author’s emphasis on the advantages of the m-learning and the shortcomings of e-learning, i.e. web learning, is ignoring the point that further development of the mobile technologies will result in merging both approaches rather than preferring one over another. The implementation of mobile technologies in education is perspective, but the author did not use relevant and objective examples to point to its promising possibilities. The acknowledgement of the mobile development in Asia cannot be denied. Nevertheless, in the era of globalization, the implementation of this development will reach all continents. In that matter, the article is not focused on mobile learning as much as on mobile development in Asia.

References

(2009) Mobile Learning News. International Association for Mobile Learning. Web.

CRESTANI, F., DUNLOP, M. & MIZZARO, S. (2004) Mobile and ubiquitous information access: Mobile HCI 2003 international workshop, Udine, Italy, September 8, 2003: revised and invited papers, Berlin; New York, Springer.

KUKULSKA-HULME, A. & TRAXLER, J. (2005) Mobile Learning: A Handbook for Educators and Trainers, Routledge.

MOTLIK, S. (2008) Mobile Learning in Developing Nations International Review of Research in Open and Distance Learning 9, 1-7.

UNESCO. ASIA AND PACIFIC REGIONAL BUREAU FOR EDUCATION. & ASIAN DEVELOPMENT BANK. INSTITUTE. (2005) Mobile learning for expanding educational opportunities: workshop report. [Bangkok, UNESCO Asia and Pacific Regional Bureau for Education. Web.

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“Mobile Learning in Developing Nations” by Scott Motlik

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