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Learners-Mobile Interaction: African Substance and Style
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Author(s): Kushatha Kelebeng (Botswana International University of Science and Technology, Botswana), Rebaone Mlalazi (Botswana International University of Science and Technology, Botswana), Keorapetse Gosekwang (Botswana International University of Science and Technology, Botswana), Pendukeni Phalaagae (Botswana International University of Science and Technology, Botswana), Tebogo Mangwa (Botswana International University of Science and Technology, Botswana), Tebogo Kebonang (Botswana International University of Science and Technology, Botswana)and Thotobolo Morapedi (Botswana International University of Science and Technology, Botswana)
Copyright: 2016
Pages: 15
Source title:
Handbook of Research on Human Social Interaction in the Age of Mobile Devices
Source Author(s)/Editor(s): Xiaoge Xu (Botswana International University of Science and Technology, Botswana)
DOI: 10.4018/978-1-5225-0469-6.ch005
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Abstract
The increasing demand for education in African continent has motivated more research in mobile learning to describe, explain and predict changes and chances in leveraging mobile technology to learn anytime and anywhere. Mobile technologies provide learning beyond the classroom walls where learners can have access to resources according to their needs without involving teachers. In developing countries like Africa, mobile learning is still gaining its ground and remains under-studied. With technological advancements and high usage of mobile phones in Africa, the educational horizon has broadened. Mobile learning plays a major role in delivering education in Africa. The rapid use of mobile devices in mobile learning projects in Africa confirm that mobile learning is transforming the traditional way of learning, teaching and delivery of education by integrating social media and advanced mobile technologies in education. After a critical look at the current status as well as the latest development in mobile learning, this chapter presents a road map of m-learning to guide future action and thinking of learners, teachers and institutions in Africa. It also tracks trends and their impact, key theories and key findings of mobile learning. The current chapter ends with a critical analysis of technologies and key theories that can contribute to the sustenance of mobile learning in the African continent.
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