Mobile Learning: Challenging the Current Educational Model of Communication Studies

Abstract

Mobile learning or M-learning, regarded as a specific field of electronic learning, is considered to stem from the affordances of computer-mediated communication. In this way, it fosters connection and interaction “on the move”. M-learning benefits from the ubiquity of information and communication technologies (ICTs), consequently it is not bounded in space and time. However, its study goes beyond a techno-deterministic understanding of its performance. Studies on M-learning refer less to the functionality of appliances and the development of mobile applications than address the subjective perception of how this special type of educational venue leads to the acquisition of meaningful and effective learning. This study focuses on Communication Studies in higher education in Ecuador that deal with the paradox of studying the media through the media, which results in studying theories and practice of communication by using these same tools. This meta-communication dilemma becomes conflicting when confronted to the still current face-to-face jotting and listening educational model that keeps being backed by strong numbers of faculty members. By unfolding the varied affordances of M-learning, the outcomes of this study suggest that blending formal education with informal learning could lead to encouraging, accessible and cooperative meaning-making on the move.