Mobile Learning Policy and Practice in Africa: Towards Inclusive and Equitable Access to Higher Education

Autor/inn/en	Kaliisa, Rogers; Picard, Michelle
Titel	Mobile Learning Policy and Practice in Africa: Towards Inclusive and Equitable Access to Higher Education
Quelle	In: Australasian Journal of Educational Technology, 35 (2019) 6, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaliisa, Rogers) ORCID (Picard, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Equal Education; Access to Education; Electronic Learning; Inclusion; Educational Policy; Educational Practices; Barriers; Adoption (Ideas); Journal Articles; Information Technology; Disadvantaged; Handheld Devices; Internet; Higher Education; Faculty Development; Sex Fairness; Safety; Foreign Countries; Rwanda; Uganda; Namibia; Kenya; Malawi; Nigeria; Ghana; Senegal; South Africa; Botswana + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Politics of education; Bildungspolitik; Bildungspraxis; Ideas; Ideenfindung; Journal article; Zeitschriftenaufsatz; Informationstechnologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sexualaufklärung; Sicherheit; Ausland; Ruanda; Kenia; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article presents the results of a review of practice and policy in relation to mobile learning and its potential to enhance inclusive and equitable access to higher education in Africa. We reviewed academic literature on potential barriers. Then, we explored the current state of the mobile learning policy environment in 10 African countries through an analysis of how these policies have tried to address the prominent challenges in the adoption of mobile learning as identified in the literature. The findings reveal that significant resourcing inequalities and epistemological, sociocultural, and institutional barriers remain and affect mobile learning adoption. The analysis also reveals that there is still a policy vacuum in relation to mobile learning specific policies within African higher education institutional and governmental policies. Thus, the formal integration of mobile learning in higher education to facilitate equitable access is very much in its infancy. This article suggests a strong need for institutional, cross-institutional, national and African-wide mobile learning specific policies to ensure better implementation of mobile learning. As interest in mobile learning continues to grow, this review will provide insights into policy and strategic planning for the adoption of mobile learning to achieve inclusive and equitable access to higher education. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01