Mobile learning implementation in university environments: Implications on practice for university leadership stakeholders

Abstract

In higher education environments in the Asia-Pacific particularly in South Asian region, mobile learning introduction and implementation are associated with certain challenges in order to harness its true benefits and potential. This research aims at investigating the feasibility of a potential introduction of mobile learning into Pakistani university environments. The expectations of students and senior university leadership stakeholders on key policy-making roles were investigated during this exploratory case study research. From three of the Pakistani mainstream universities, students and teachers participated in focus groups and discussion sessions, and leadership stakeholders were invited for individual interviews. The findings of the research indicate that there are several implications for practice by university leadership stakeholders if mobile learning is to be included in mainstream education in university environments in South Asian region. Findings of the research show that universities might need to adapt the paradigm shift in pedagogies from traditional face-to-face learning to mobile learning, resulting in updating certain key factors in university teaching and learning environments such as changing teaching philosophies and modifying learning resources. Further, mobile learning initiatives would require universities to modify several policies regarding students’ attendance, use of mobile devices in university premises and classrooms and adjusting teachers’ workload. The findings of the research could be generalised for the university environments in other South Asian countries such as India, Afghanistan, Bangladesh, Sri Lanka, Nepal and Bhutan due to similar sociocultural environments in those countries.