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Wireless data communications in form of Short Message Service (SMS) and Wireless Access Protocols (WAP) browsers have gained global popularity, yet, not much has been done to extend the usage of these devices in electronic learning (e-learning). This project explores the extension of e-learning into wireless/handheld (W/H) computing devices with the help of a mobilelearning (m-learning) framework. This framework provides the requirements to develop m-learning applications that can be used to complement classroom or distance learning. A prototype application was developed to link W/H devices to three course websites. The m-learning applications were pilot-tested for two semesters with a total of 63 students from undergraduate and graduate courses at our university. The students used the m-learning environment with a variety of W/H devices and reported their experiences through a survey and interviews at the end of the semester. The results from this exploratory study provide a better understanding on the role of mobile technology in higher education.

Wireless data communications in form of Short Message Service (SMS) and Wireless Access Protocols (WAP) browsers have gained global popularity, yet, not much has been done to extend the usage of these devices in electronic learning (e-learning). This project explores the extension of e-learning into wireless/handheld (W/H) computing devices with the help of a mobile learning (m-learning) framework. This framework provides the requirements to develop m-learning applications that can be used to complement classroom or distance learning. A prototype application was developed to link W/H devices to three course websites. The m-learning applications were pilot-tested for two semesters with a total of 63 students from undergraduate and graduate courses at our university. The students used the m-learning environment with a variety of W/H devices and reported their experiences through a survey and interviews at the end of the semester. The results from this exploratory study provide a better understanding on the role of mobile technology in higher education.

Mobile learning or m-learning has been defined differently in different studies, which indicates that m-learning is still in an evolving phase (Peng et al., 2009). M-learning has been defined as "e-learning using mobile devices and wireless transmission" (Hoppe et al., 2003; Chang et al., 2003). Two important aspects of m-learning are its ubiquity and mobility. Ubiquitous computing is access to computing technologies whenever and wherever they are needed and mobility can be defined as learning on the go (Peng et al., 2009). While e-learning is mostly dependent upon desktop personal computing (PC) technology, m-learning is dependent upon mobile devices (Orr, 2010).

Mobile learning (m-learning in short) has received increasing attention in the new millennium. Considerable interest in exploiting the unique capability of mobile technologies for teaching and learning arises from educators and technical developers in recent years. In this chapter, we present an overview of the development of m-learning in China, including the construction of m-learning infrastructure, and the research projects conducted by universities and companies. Also, suggestions for future development of m-learning are provided.

E-learning and m-learning have become extremely important buzz words of the education technology revolution. The two terms are not always used correctly, with some confusion about the differences between them and where they overlap. And in more complex terms, thinking about the differences between e-learning and m-learning can be particularly useful for teachers who use technology in the classroom, as it can help them to pick out which techniques are best for which education scenario.

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

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.