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his article reports on a large‐scale (n = 1,056), exploratory factor analysis study that determined the underlying constructs that comprise student barriers to online learning. The eight factors found were (a) administrative issues, (b) social interaction, (c) academic skills, (d) technical skills, (e) learner motivation, (f) time and support for studies, (g) cost and access to the Internet, and (h) technical problems. Independent variables that significantly affected student ratings of these barrier factors included: gender, age, ethnicity, type of learning institution, self‐rating of online learning skills, effectiveness of learning online, online learning enjoyment, prejudicial treatment in traditional classes, and the number of online courses completed.

In recent years universities have made significant investments in corporate technology systems to support various aspects of students’ studies and learning. These include gateways and learning management systems, all of which work on the assumption of attracting or “pulling” students into the online environment of the university. On the other hand, students come increasingly equipped with mobile devices, most notably mobile phones, which allow quick and easy communication and information sharing. These devices are an emerging phenomenon of significance for online teaching and learning as they represent opportunities for technology solutions where students can be primed and supported in novel ways in their university education. The challenge is one of achieving a balanced and sustainable use of corporate systems designed to “pull” students into the learning environment, and mobile technology solutions which can push information out to students, so that each adds value to and complements the other. This paper examines how this balance might be achieved in the context of work being undertaken in one University with major commitments to e-learning.

Using mobile technologies to enhance learning in higher education

On March 3 and 4, 2010, the ELI community gathered for an online focus session on mobile learning. This white paper is a synthesis of the key ideas, themes, and concepts that emerged from those sessions. The white paper also includes links to relevant focus session materials, recordings, and archives. It represents a harvesting of the key elements that we as a teaching and learning community need to keep in mind as we work to integrate mobile technology into teaching and learning in higher education. It is clear that while the application of mobile technology to learning is just now getting under way, the potential is enormous and we can expect that the rate of development will be very rapid indeed.

Pssst, do you want a free iPod? Sure, but what's the catch? You must use it to learn! Some educational institutions are taking the leap to mobile learning (m-learning) by giving out free iPods. For example, Abilene Christian University gave iPods or iPhones to freshman students and developed 15 Web applications specifically for the mobile devices. Free iPod Touches were handed out to newly hired math and science teachers at a technology training workshop at the University of Texas at San Antonio. Duke University's Digital Initiative program lends iPods to students and staff, or sells them at about a third of the market price.