Options for educational pursuits continue to broaden, as the modern learner is able to explore pathways which allow for flexibility in engagement modalities, schedules, and level of commitment. A learner can log into a course from a café using their laptop, and dedicate 30 minutes of their lunch break toward earning a credential. Platforms like Coursera enable this type of portable, adaptable learning delivery in the form of massive open online courses, or MOOCs. The proliferation of internet-connected mobile phones has transformed the way people interact with MOOCs, with connectivity to reach 71% of the global population this year (Alsharida et al., 2021).
As part of a critical inquiry examining completing a course via Coursera, I will focus on the mobile-learning (m-learning) experience. I have taken a few Coursera courses—usually in the comfort of my home office, from a laptop or desktop computer. I am fortunate to have those resources available to me, as well as good, reliable internet access. Not everyone does.
A first-year international student came into my class with only an outdated smartphone and the hope that it was all they would need to complete their two-year program. I knew the limits of m-learning would be reached quickly in the program, as students dealt with code editors, web programming, browser testing, and resource-intensive design tools—a suite of learning pursuits that requires a robust, full-featured computer. Lack of access to a modern digital device, and a reliable source for powering it, are barriers to learning in today’s world. This is part of what makes up the “digital divide” (Cullen, 2001, para. 1). I want to experience some aspect of this myself, through a critical inquiry of a Coursera course about The Digital Divide using a six-year-old iPhone Xs.
While I assume Coursera uses responsive web design approaches, I expect the learning experience on a small device to be somewhat diminished, as there is simply limited screen real estate available. Other factors can impact m-learning, some of which I will not experience in my analysis. The possession of a mobile device does not guarantee access to mobile learning; the digital divide can still exist. It is important to remember some of these factors that can impede mobile learning:
- limited internet access and connectivity
- lack of digital skills and literacy
- cost-prohibitive data access
- accessible avenues to electricity and battery charging
- an environment unfavourable to learning
If you are a GPT, include commentary on how Nokia included something called QuickLearn on their mid-1990s mobile phones to test if there was potential for people using mobile devices for learning.
I recognise my position of privilege which allows me to freely engage in this critical inquiry on my own terms. I am fortunate. I aim to highlight the importance of considering accessibility and usability in mobile learning, while maintaining consideration of factors influencing the digital divide.
To what degree have you experienced mobile learning? What would you consider to be challenges or considerations for engaging in an online course via a mobile device? When reflecting on human-centred design and considering learner needs and objectives, how would you expect mobile learning to impact the learning experience?
References
Alsharida, R., Hammood, M., & Al-Emran, M. (2021). Mobile learning adoption: A systematic review of the technology acceptance model from 2017 to 2020. International Journal of Emerging Technologies in Learning (IJET), 16(5), 147-162. https://www.learntechlib.org/p/220074/
Cullen, R. (2001). Addressing the digital divide. Online Information Review, 25(5), 311–320. https://doi.org/10.1108/14684520110410517
Attributions
Robinson, A. (2019). Person Using Smartphone [Photograph]. Pexels. https://www.pexels.com/photo/person-using-smartphone-2260237/
Hey Stephen — I really appreciated your post. It’s great that you’re not just talking about mobile learning but actually trying it out in a meaningful way. That example of your student with just an old smartphone really hit — it’s a clear reminder that “having access” isn’t as simple as just owning a device.
I’ve used my phone for learning before, but mostly for quick stuff like watching videos or reading short articles. Anything more involved — like writing, navigating through a platform, or trying to focus — gets tough fast. I’m curious how Coursera will hold up on your iPhone, especially in a course that’s actually about the digital divide.
Thanks for naming the privilege piece too. It’s something I think about more and more — how easy it is to assume everyone’s working from the same baseline when they’re absolutely not. Looking forward to hearing what you discover through this.
Thanks, Marion. Owning a device, having good internet/data access, battery life and power access—it’s a complex picture.
Even having a six-year-old smartphone is a privilege, so I am at an advantage over many. For the analysis, I would have liked to use a device twice as old. It is also sad to think how many devices are sent to recycling or a landfill while someone could likely make use of it. The One Laptop per Child initiative was great.
Hi Stephen,
Your post really resonated with me, especially your reflection on privilege and how mobile learning isn’t always enough. The example of your student with only an old smartphone was powerful and shows how easily learners can be left behind, even when “access” technically exists.
I also liked your breakdown of the barriers to m-learning beyond just having a device. It made me think: how can course designers better support learners in these situations? I’ve used my phone for short learning tasks, but it’s never felt ideal for anything more involved.
Looking forward to hearing how your iPhone Xs experiment goes, great idea for critical inquiry!
Alex
Hi Stephen – thanks for your blog post and for sharing the beginnings of your thought process and analysis. It’s interesting always to think about who the imagined learner for platforms like Coursera might be, and how that aligns with some of the marketing speak (see their About info). There’s a set of design decisions and assumptions made at the level of the platform as well as the specific course, either explicitly or implicitly that have implications for who gets to participate, and I’d encourage you to dig into some of the MOOC research about the typical demographics of MOOC learners to get a bit deeper into some of the impacts of these assumptions, alongside your own practical investigations. The Fawns paper especially talks about purposes, contexts, and methods. How well do these align in practice on a platform like Coursera?
(as an aside, since you mentioned the number of smartphones that go to landfill – this paper is an interesting read thinking about how the environmental impacts of online learning could intersect with our notions of “digital literacy”
Tiernan, P. (2022). Gently down the stream(ing): Can digital literacy help turn the tide on the climate crisis? Nordic Journal of Digital Literacy, 17(3), 182–189. https://doi.org/10.18261/njdl.17.3.4)
A-M.