Student-readiness for using mobile devices: an empirical study at a university in South Africa

Abstract

The aim of this paper is to investigate student-readiness for mobile learning at a South-African University. Mobile learning is a rapidly expanding field of educational research and practice across schools, colleges, universities and the work place. The nature of learning should be changed by mobile devices and the networks and structures to which they connect people. Some researchers are of the opinion that there is not enough evidence to prove that mobile technology has either a positive or negative impact on learning and empirical studies showed that students use and competency, with these technologies, varied considerably. This raises important questions about the readiness of learners. A questionnaire was distributed electronically to students, after completing a Computer and Information literacy module. It appears that the students will have sufficient skills to participate in a mobile learning course. The outcome, regarding students blended learning readiness, was mainly positive, with only a few potential problem areas that have to be addressed. Students felt that mobile learning have some disadvantages such as the distraction factor, battery-life, note-taking and reliable internet access. Possible advantages mentioned by the students included mobility, access to different sources in one place, ease of use and saving paper and money