Moving towards the effective evaluation of mobile learning initiatives in higher education institutions

Mobile learning is viewed by many institutional leaders as the solution for a student cohort that is demanding an increasing flexibility in study options. These students are fitting study around other aspects of their lives including work and caring responsibilities, or they are studying at a geographical location far removed from the university campus. With ubiquitous connectivity available in many parts of the world and with the incremental improvements in design and affordability of mobile devices, many students are using mobile technologies to access course materials and activities. Even so, there are relatively few formal mobile learning initiatives underway and even fewer evaluations of those initiatives. This is significant because without a rigorous evaluation of mobile learning, it is impossible to determine whether it provides a viable and cost-effective way of accessing courses for both the student and the institution. This chapter examines the broad groupings of uses for mobile devices for learning, before considering the evaluation frameworks that are currently in use. The characteristics, affordances, and issues of these Q1 frameworks are briefly discussed. A project to develop a Mobile Learning Evaluation Framework is introduced, which will consider evaluation from four aspects: (1) pedagogical learning, (2) pedagogical teaching, (3) technical, and (4) organizational