MLearning: pedagogical, technical and organisational hypes and realities

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Abstract
Purpose – There are two purposes to this article. First, to explore the hypes and realities around theoretical, technical and organisational aspects of the fast evolving field of MLearning as a complementary paradigm to online and classroom learning. Second, to review challenges and the future of MLearning. Design/methodology/approach – The paper reviews literature related to: the mobile phone and learning with a view of bringing out its capabilities and capacities for use in learning; theories and pedagogies of learning with the view of imbuing them for MLearning; applications; and challenges of MLearning with a view of gauging its acceptability. Findings – The development of successful MLearning solutions requires a better understanding of its pedagogical, technical and organizational setting in order to contextualise it for learner-centeredness. Literature reveals that MLearning is taking root in all aspects of learning. Practical implications – It is not only the rapid developments in mobile device technologies that will propel MLearning to maturity. Similar developments should take place in its theoretical, pedagogical and philosophical underpinnings. Originality/value – This paper integrates different theoretical, technical and organizational requirements for understanding hypes and realities surrounding MLearning.

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