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Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education

Rogers, K. and Picard, M.ORCID: 0000-0002-3087-7407 (2019) Mobile learning policy and practice in Africa: Towards inclusive and equitable access to higher education. Australasian Journal of Educational Technolog, 35 (6). pp. 1-14.

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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.

Item Type: Journal Article
Publisher: ASCILITE
Copyright: © 2019 The Authors
URI: http://researchrepository.murdoch.edu.au/id/eprint/56270
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