Page 1 of 8
Journal for Studies in Management and Planning
Available at https://pen2print.org/index.php/jsmap/
ISSN: 2395-0463
Volume 04 Issue 12
December 2018
Available online: https://pen2print.org/index.php/jsmap/ P a g e | 1
Leveraging m-Technologies for Enhancing Distance Learning in
Nigeria: A new face for blending Teaching and Research
1 Akpan, Abasiama G., Ekere Otoabasi S.
1Department of Computer Science, Evangel University, Akaeze – Nigeria
,
2Department of Educational Administration and Planing, National Open University, Abuja, Nigeria.
E-mail: abasiama.akpan@evangeluniversity.edu.ng, otoabasi19@gmail.com
Abstract: This study on m-learning was designed to identify the extent to which distance learners in Nigeria uses
mobile phone to communicate with the distance learners on administrative and academic matters and to identify the
distance learners, capacity to afford mobile phones, their level of mobile phone usage and the learners, envisaged
opportunities and challenges in mobile phones use for enhancing learning. Quantitative and qualitative methods were
used in data collection and analysis. Results revealed that administrators rarely uses mobile phone to contact students,
while mobile phones are affordable and hence accessible to the majority of learners, the type and capacity of the
mobile phones owned cannot accommodate extensive pedagogical use. The efficacy of mobile technologies for
pedagogical purposes is discussed in relation to the need for blenching teaching and research.
Keywords: Distance learning, mobile phone, e- learning, m- learning and blending teaching.
I. BACKGROUND OF THE STUDY
Distance learning is globally gaining prominence and legitimacy from many quarters. Those who promote delivery of
distance learning, soft skills training and life long learning for those engaged in full-time employment through
technology-based techniques [1]. This category includes ODL practitioners and institutions; business professionals and
technology producers and dealers. The use of mobile technologies for large and small scale business transactions and
learning, contexts is an emerging development in Africa. Indeed, m-learning is a major driver of ‘a’-learning (anytime,
anyplace, anywhere learning) and thus “allowing learners to participate in educational activities without the restriction
of time and place” [2]. The merits of mobile technologies and m-learning that have been identified in the literature
include: little requirement of minimal operational technical skills; free of viruses which is a major problem to online
learning and communication; free of fear and phobia normally associated with online learning (computer use);
portability, mobility, flexibility and convenience; enhancement of quality education; capability of both synchronous
and asynchronous audio communication; and wide penetration into areas with limited infrastructure [3,2].
II. LITERATURE REVIEW
Page 2 of 8
Journal for Studies in Management and Planning
Available at https://pen2print.org/index.php/jsmap/
ISSN: 2395-0463
Volume 04 Issue 12
December 2018
Available online: https://pen2print.org/index.php/jsmap/ P a g e | 2
Fig.1: Adopted Khan’s (2001) E-Learning Framework
Conceptual framework for E-Learning Khan’s [4] E-Learning Framework in Fig. 1 identifies eight dimensions that are
essential for creating an effective and meaningful e-learning environment for learners and users. These dimensions
represented in the figure are: pedagogical, technological, interface design, evaluation, management, resource support,
ethical and institutional. The question that Khan’s e- learning Framework seeks to answer is: What dose it take to
provide the best and most meaningful flexible learning environments for learners worldwide?” [4]. Though Khan’s e- learning frame work tends to be seen more from an online learning environment perspective, as a subset of e-learning,
m-learning environment fits into this e-learning framework too.
Mobile Technology Usage in Educational Contexts.
Advances in technology including ICT are influencing the socio-economic development of nations and more
importantly the delivery of services across the globe and in-country. Africa’s development indicators reflect inter
alia.The African continent was one of the poorest continents at the turn of the 21st century [5]. A continent with a huge
“digital divide” along such fault lines as gender, socio- economic status, and distance from urban areas [6] and A
continent that enjoys only about 2% of the world internet connectivity [6], from the prevailing conditions above,
delivering of teaching and learning through ODL mode presents a challenge. ODL institutions and instructors have to
grapple with a number of decisions and choices. The critical decisions to be mode include:
What type of ICT to use to deliver education and training vis-à-vis the level of the e-readiness of a country?
At what cost to the provider and the learner?
What ICT combinations are feasible and practical?
The mobile technologies such as wireless palmtop (hand held) Computers and mobile phones are the emerging
technological innovations that are influencing our activities in both educational and non-educational contexts. These
mobile technologies are able to offer easier and quicker access to information and communication on what has come to
be known in e-learning as “a-learning” (anytime, anyplace, anywhere learning) [4]. In view of their cost and user- friend lines, mobile phones are more commonly used than palmtops in remote areas.
The criticizing labeled against distance learning mode of delivery is based on the impersonal techniques embedded in
print as compared with face to face learning. This has led to the perceptions in both developed and developing
countries of distance learning as a second-rate learning [7]. Given this negative perception, Baggaley [8], pose the
question: “So why do DE institutions not universally seek to eradicate this image by adopting the cost effective
interactive educational technologies available to them?” The adoption of the new breed of mobile technologies in ODL
has been weighed against this challenge. Indeed, on the recognition of the diversified environments where distance
learners are found, ODL practitioners have embraced the diversification of delivery techniques. This approach has
come to be known in ODL literature as hybridization of distance learning techniques or simply blended learning [9].
The hybrid ODL delivery techniques provide many combinations that include:
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Journal for Studies in Management and Planning
Available at https://pen2print.org/index.php/jsmap/
ISSN: 2395-0463
Volume 04 Issue 12
December 2018
Available online: https://pen2print.org/index.php/jsmap/ P a g e | 3
Combination of online with face to face session.
Combination of print-based materials with CDS.
Combination of online with print-based materials
Combination of print-based materials with face to face session
Combination of teleconferencing with print-based materials
Combination of m-learning with print-based distance learning and other Icts.
Many other delivery Combination can be derived. This blending approach is intended to:
Enhance teacher- student and student- student in titrations.
Bridge equity gap based on social-economic status
Enhance the quality of instructions and
Enhance the chances of attaining educational outcomes.
In a situation, as it prevails in Africa, where the majority of learning of learners in rural areas have little or no access to
the Internet, Brown [2] Summarized envisaged future place of m-learning in education in Africa as follows:
M-learning is supportive mode of education and not a primary mode of education.
The most appropriate mobile device for learners in Africa is a mobile phone.
Possibilities and latest developments in mobile technologies must be tested against practicality, usability,
cost-effectiveness, and envisaged learning, outcomes.
The major focus of m-learning should be more on communication and interaction than on contents.”
Though e-learning is globally being used by both conventional and ODL institutions as a way of supple menting other
forms of institutional delivery in schools and colleges, the relative contributions, benefits and limitations for education
providers and learners of m-learning, as a sib-set of e-learning, are yet to be fully explored in Nigeria.
This study was designed with two purposes in mind. First, to identify the extent to which the open University of
Nigeria uses mobile phone to communicate with the learners. Second, to identify the distance learners capability to
afford high capacity mobile device and their envisaged opportunities and challenges of the mobile phones use for
learning.
Study Context
