Barriers to Effective Implementation of Mobile Learning

Abstract

The focus of the present research was to identify some of the major barriers to the successful integration of mobile learning (mLearning) in public senior secondary schools in Botswana. An integrated approach involving surveys completed by 252 students from Form Five, along with qualitative data from students, teachers, information technology officers, school managers, and one qualitative key informant from the Botswana Ministry of Education, was utilized, along with focus group discussions and classroom observations. The analysis was informed by the Technology Acceptance Model (TAM), the FRAME model, and Social Constructivist Theory (SCT). Findings described four barrier domains integrated along multiple levels. Students mentioned unreliable Internet (72%), power outages (68%), and insufficient charging stations (63%). Teachers’ responses indicated large disparities in support and preparation: 40% said that training support was adequate, 36% said that institutional support was adequate, and 40% said that monitoring and supportive policies were adequate. Qualitative data highlighted unexpected use of devices for off-task activities, along with plagiarism and procurement, maintenance, storage, and supplier issues. mLearning integration requires investment beyond the provision of mobile devices. Integration of mLearning requires funding of a supporting infrastructure, ongoing development of teachers, digital citizenship, and supportive services.