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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.

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.

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.

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.

This paper integrates different theoretical, technical and organizational requirements for understanding hypes and realities surrounding MLearning.

Mobile devices transcend the educational affordances provided by conventional tethered electronic and traditional learning. However, empirical findings show that educators are not integrating technology effectively into the curriculum. This paper aims to discuss these issues.

In this study, a thematic synthesis methodology was used to develop and present a framework for thinking about the integration of mobile devices in teaching and learning.

The mobile learning (mlearning) integration framework comprises four main parts: beliefs, resources, methods and purpose. These four areas are elucidated to reveal the many sub-components that determine how technology is integrated.

An ecological framework is then presented to demonstrate how the individual parts of the initial framework operate through a complex, interconnected network of systems involving personal and environmental factors.

This paper describes the architecture of using the Mobile Agent and ACID (Atomicity, Consistency, Isolation and Durability) in Mobile e-Learning (mLearning). In the coming years, there will be an incremental amount of mobile learning experiments for the purpose of implementing mobile ICTs into mainstream education. In this article, the Replication Agent and Snapshot Agent architecture is proposed as an effective way to overcome the problem of heavy loading on the limited bandwidth used in wireless transmission for mobile learning environment merge replication process. The implementation of mobile agents as middleware for mLearning environment is to provide database replication between learners and off-site database e.g., Knowledge Management Centre's (KMC) databases using handheld devices. The approach using the combination of both these agents plays an important role in wireless transmission. It provides an intelligent solution to the limitation of the wireless bandwidth by lowering the bandwidth taken up during the bursts of mobile transactions. In this proposed technique, a mLearning database is determined as a Snapshot publisher where a compact edition of files and information is generated at the snapshot location which resides on the central database server. Learners may retrieve quick bursts of information through mobile applications wirelessly. The Replication Agent offers the flexibility to move from one site (user) to another (central database) for essential data synchronization. In order to provide learners with appropriate courses, a prototype on mLearning platform supporting three-layered structure and device adapting was put forward. The architecture of the platform discussed in this study as the mobile agent approach would facilitate more widespread use of mLearning, including in courses discussions between learners and academicians.

The University of South Africa (Unisa), as a distance education institution, is continuously challenged to lessen the negative impact distance has on students’ learning. The effective use of technologies affords distance education institutions with valuable opportunities to enhance teaching and support students’ learning. Using online technologies in the context of a developing country like South Africa often remains unrealised because of the persistent impact of lack of access, bandwidth and cost to students. Most students, however, have mobile phones, thus creating an ideal opportunity for distance education institutions to increase the effectiveness of learning. This article investigated students’ responses to a pilot study aimed at integrating short message systems (SMSs) into the study experience of accounting students at Unisa. This research found that students overwhelmingly experienced this initiative not only as support but also more importantly as assistance to enable them to study more effectively. On the basis of the evidence provided, it is evident that using mobile technology can enhance the learning experience of accounting students and provide them with a more satisfying and successful experience.

In this chapter, we present the Mobile Technology Capacity Building (MTCB) Framework, designed to enhance students’ appropriate use of personal mobile devices (PMDs) in workplace learning (WPL). WPL is a concept that denotes students’ learning that occurs in workplaces as part of their university curriculum. The workplace provides an environment for university students where learning and working and theory and practice are entwined. As such, WPL is an in-between or hybrid space where traditional roles, identities, and cultures are fluid and in transition. In the 21st century, where PMDs are more and more intricately interwoven into everyday personal, educational, and professional practices, learning with mobile technology offers new opportunities and possibilities to enhance WPL. The MTCB Framework for WPL focuses on cultivating agency and thoughtful consideration for practice contexts. Its development is underpinned by three sets of theoretical ideas: agentic learning, activity-centered learning design, and the entanglement of technology, learning, and work. Its design also draws on empirical data derived from surveys and interviews from 214 participants, including students, academics, and workplace educators that highlight the importance of considering workplace cultures. We conclude that the MTCB Framework addresses an urgent need for all stakeholders in WPL to build their capacity to use mobile technology effectively to contribute to enhancing WPL. Without a shared understanding of the role of mobile technology in WPL, it will remain difficult for students to make the most of the learning opportunities afforded by the use of PMDs in WPL.

The importance of smartphones in enhancing students learning, research and development is well-established in many published studies. Nevertheless, due to numerous challenges, Nigerian students are yet to reap from the benefits of smartphones in terms of accessing vital information for learning and development. Therefore, this study aims to develop a framework that will enhance Nigerian students’ ability to use smartphones for learning.

The SERVQUAL Theory Framework is adapted to actualize the research aim. Moreover, a qualitative (in-depth interview) research approach was used to interview 60 students from 3 public universities in Nigeria. Purposive sampling technique was used to select the interviewees, and the interview data were analysed using thematic content analysis.

The findings identified the critical constraints that deter Nigerian students from reaping the full potential of smartphones for learning. The constraints are categorized into three groups which include telecommunication companies’ hiccups, such as high cost of internet, poor network services and coverage; government obstacles, such as high tax policies, insufficient electricity supply and lack of basic infrastructure; and university barriers, such as unavailability of Wi-Fi connection for students, lack of equipped university libraries and poor management.

Thus, a holistic Framework for Enhancing Students Smartphones Learning Ability was established to provide fundamental recommendations to the Nigerian Government, telecommunication companies in Nigeria and Nigerian universities to tackle the pressing issues hindering Nigerian students from using their smartphones for learning. This will enhance the smartphone learning experience of Nigerian students.

This paper explores the context, development and outcomes of a cross-European in-service training programme, developing mobile learning practices in school classrooms – MLEARN – in The Netherlands, England, Greece and Italy. This paper focuses on: contextual backgrounds; a training needs analysis; and initial, mid-term and final outcomes from teachers and learners.

Evidence was gathered about: contextual backgrounds through literature reviews and key informant responses; a training needs analysis through online survey responses from teachers and trainers; and outcomes of uses from five surveys, largely completed online by teachers and learners, after some 2, 3, 5, 9 and 13 months of use.

Findings from survey periods were compared to identify shifts and gaps. The training programme led to successful outcomes; there was rapid uptake and use of the mobile devices, as well as shifts in emphasis across the period of the pilot, dependent on contextual factors. But long-term integration requires focus on specific learning activities, as well as on integration beyond a one-year period.

Uses of mobile devices are increasing, across countries and age ranges. How devices can be used to support learning and teaching in contemporary contexts is not temporally independent. Country curricula, legislation, training programme access, and teacher and learner awareness and perceptions, all influence practice.

Teachers have limited access to training programmes in this field. This study investigated a key pilot in this under-developed research area. Key factors need to be considered when programmes are developed and run.