International Journal of Interactive Mobile Technologies (iJIM) - Volume 3 Special Issue 1: IMCL2009, July 2009 A MOBILE LEARNING MODEL FOR UNIVERSITIES – RE-BLENDING THE CURRENT LEARNING ENVIRONMENT A Mobile Learning Model for Universities Re-Blending the Current Learning Environment doi:10.3991/ijim.v3s1.949 F. Khaddage, E. Lanham and W. Zhou Deakin University, Melbourne, Australia Abstract—The use of mobile technologies in education im- pacts learner motivation, collaboration, information shar- ing, mobility and interactivity which provide opportunities for learners, teachers and the university. This paper investi- gates the use of mobile learning technologies in higher edu- cation, and proposes a blended mobile learning model, which has the ability to serve the emerging learning process and delivery, and provide a well balanced learning envi- ronment that meets the current learners’ needs. Index Terms—mobile learning, blended learning, higher education, learning model I. INTRODUCTION The challenge to experiment with new technological innovations for learning is a constant factor for Higher education institutions. At present universities are finding the application of mobile learning to be boundless, and that mobile devices are now becoming common amongst students. In this paper we propose a model based upon the integration of blended learning and mobile learning into the higher education environment. Blended learning has proved to be an effective model in higher education, as it can merge with new innovative technologies [1]. It is our intention to revise the current blended learning model (presented in Figure 4) to include a mobile learning exten- sion that will cater to today’s learner and the learning en- vironment of the future. We see this model as a means of providing the framework that will create a solid founda- tion for the integration of mobile learning and mobile technologies into the higher education sector. We believe that by blending mobile technologies into the mix, improvements will be evident in learning acces- sibility, collaboration and flexibility. Further research will be aimed at support the previous statement. The proposed theoretical blended mobile learning model for use at the higher education level, emphasizes the importance of taking a systems view of all the ele- ments that need to be in place in a mobile learning envi- ronment, such as: the communication infrastructure, mo- bile devices, learners and teachers. Each of these elements is essential to ensure the effective adoption of mobile technologies in higher education. Therefore we see that by designing a blended mobile learning model, it will not only provide benefits for the university education practices, but also towards setting guidelines for proper integration of mobile learning. This in-turn can create a flexible, blended, and collaborative learning environment within the university setting. II. MOBILE LEARNING AND ITS APPLICATION A. Defining “Mobile” Being mobile is being detachable, unfixed or not lim- ited to a location, constantly transferable and freely mov- able from one place to another. Humans by their very na- ture are mobile. In today’s society humans carry hi-tech devices with them so that others can reach them and they can reach others remotely. The hi-tech devices they carry around with them are not attached to any wires; therefore it is wireless, portable, transferable, thus making it a mo- bile device. Therefore, by mobile we mean the unattached mobility that allows the student to access the material from a non-fixed location. Mobile devices are now starting to be used for learning, and have been integrated into the educational process. It is believed that mobile devices play an important role in creating more collaborative environment for learning than web-based learning, because the mobility, flexibility and portability of these hi-tech devices, will allow their user to learn on–the-go. Therefore it could be seen as a way to reduced feelings of isolation, by making users more mo- bile, and enabling them to connect and communicate, share and collaborate, and finally reflect and learn while going about their daily activities, instead of being fixed to one location, e.g. in-front of a computer screen. B. What is Mobile Learning? Mobile learning can be defined in many ways. It is learning which takes place via wireless devices like mo- bile phones, PDAs, ipod, palmtop, laptop or even digital cameras and USB keys [2]. Mobile learning technology is portable as the name suggests and it is wireless. The learning tool is able to be moved with the learner. Learning while being mobile, and through the use of a mobile device, is considered to be independent from time and location, as it could occur at anytime and in any place. It also provides access-on- demand learning content for learners. Mobile learning can be viewed as the focal point, where mobile technologies and web-based learning intersect to offer anywhere anytime instant on-demand educational information. Mobile learning is generally defined as a means of e- learning which occur through a mobile device [3]. Gener- ally learners have to find a personal computer with inter- net access to learn in an e-learning environment. Meisen- berger and Nischelwitzer [4] states however that this can not be considered as fully anytime anywhere learning, as the learner is fixed to their location. 18 http://www.i-jim.org http://dx.doi.org/10.3991/ijim.v3s1.949� A MOBILE LEARNING MODEL FOR UNIVERSITIES – RE-BLENDING THE CURRENT LEARNING ENVIRONMENT Figure 1. The subset of flexible learning [5]. According to Brown [5] “Mobile technologies have the power to make learning even more widely available and accessible than we are used to in existing web-based learning environments”. Brown [5] proposed Figure 1 as a diagram of flexible learning. This diagram shows that e-learning is a subset of dis- tance learning, online learning and mobile learning (M- learning) is a subset of e-learning. In past terms this as- sumption perhaps is generally true of many learning envi- ronments. However it is now believed that mobile learn- ing provides location awareness applications to learners, and that learning content can be accessed from anywhere and at anytime, thus making mobile learning flexible and portable [3]. It is our intention through the research that will be con- ducted as part of this on going study to identify whether mobile learning has application not just at the e-learning level but at the face-to-face classroom level as well. It will be through the model presented in this paper and the future research that will be conducted, to acknowledge whether mobile learning holds application in a blended learning environment. C. Mobile Devices Usability According to the Australian mobile telecommunication association report for 2007 [6], more than 88% of indi- viduals own at least one mobile phone, and mobile phone use peaks in the age range from 18 to 39 years, where 94% of this age group regularly use a mobile phone. The majority of university students fall in this age group [7],[25], thus making the mobile phone the most com- monly used device amongst university students. Therefore universities should take the challenge to use these mobile devices, in particular the mobile phone, to provide and offer learning services. New technologies are constantly being developed and produced; Figure 2 is an illustration of different mobile devices which could be used for learning today. The fig- ure includes items such as: mobile phones, iPods, GPS, MP3 etc. With the rapid advancement of new technologies, you generally will only need one mobile device which will be capable to integrate many features to support learning. Therefore the learner does not have to own multiple de- vices but rather one mobile device which will be able to meet their needs. For example a standard mobile phone in today’s market is equipped with many functionalities, which if used effectively, can make learning an easy proc- ess. Figure 2. Types and functionality of mobile devices [24] Most of the hi-tech mobile phones, currently available, like the 3G iphone, the Google G-1 phone, or any smart phone, contain the functionalities to help the users per- form many tasks, and allow them access to information as required, anytime and from anywhere. This access of in- formation is normally achieved in an interactive way, where the mobile phone user feels in control of handling the accessibility, management and sharing of resources. Today mobile devices have some unique features which make them an efficient device capable of providing, shar- ing and exchanging of learning content. Some of these features are summarised by Jo et, al. [8] and are presented as follows: • Portability and mobility: because of the small size and lightweight of mobile devices, students find them convenient to use and carry with them. • Flexibility: students and teachers can access the server from almost anywhere. • Convenience: Whenever students need to contact teachers or urgently need information from the Inter- net, remote access is available to them. In particular, accessing the server through WAP (Wireless Appli- cation Protocol). • Remote Accessibility: Students can add or update in- formation remotely. • Ease of use: Using an iPhone provides a larger screen than an ordinary mobile phone and it is con- venient for learner’s input. • Utility: most of the smart phones provide almost all of the capabilities of a standard computer, such as processing and storing data [8]. Previous studies done by Meisenberger and Nischelwistzer[4], showed that mobile devices have some restrictions to be used for learning. They summarized these restrictions as follow: • Limited processing power and resources • Variety of screen sizes and the general low resolution of the display • Variety of different input possibilities • Variety of different operating systems [4]. Mobile technology has come a long way in the past four years, especially in its application for learning. Mobile devices are now capable of processing information as much the same way as a desktop computer. For example, many iPods and other similar Mp4 players are today more than just a music player. These devices now contain the functionalities that can be used for delivering teaching and learning. iJIM – Volume 3, Special Issue 1: "IMCL2009", July 2009 19 A MOBILE LEARNING MODEL FOR UNIVERSITIES – RE-BLENDING THE CURRENT LEARNING ENVIRONMENT These functionalities may include the followings: • Text documents • Audio recording • Video playback • Podcasting • Notes taking • Internet access • Photo capturing • Calendar • Interactive content • RSS feeds Most of the above mentioned features can be used by learners to aid their learning process. It is worth noting that mobile devices currently owned by learners do vary in their capabilities and performance. Also the accessibility to information via the World Wide Web (www) is nor- mally set by the network carrier; and is often dependant on the plan or deal that the user and services provider have agreed on. Also the cost of internet acces via a standard desktop computer and a mobile device differ dramatically in favor of the desktop computer. These factors may limit the use of mobile device for learning and for accessing the internet for any given learner. So consideration should be made in the content design stage for information that will be delivered in this mode. Therefore selecting the appropriate mobile devices for educational purposes will determine the way students can access learning resources and material, and certain factors must be considered when using mobile devices for learn- ing. According to Singh [9] these factors can be summa- rized to cover the followings: • Cost • Security • Battery life • Display size • Data input • Form factor • Storage capacity • Processing power • Communications options • Application development tools # Universities are yet to have a standardized device to be used by all students, until recently a research project was carried out at Abilene Christian University (ACU) in the United States to integrate mobile phone technologies for learning. After a thorough investigation which included students and teachers surveys, mobile technology and de- vices, they finally were able to integrate the 3G iphone to promote mobile learning at the university, and this prac- tice has been on offer since the beginning of 2008 [10] . III. BENEFITS OF MOBILE DEVICES A recent study done by Ooms, Linsey, Webb and Panayiotidis [11], suggested that the use of mobile devices for learning in a classroom setting is effective, as it can promote greater interaction, enhance feedback for both students and teachers, thus allowing teachers to adapt their teaching based on this feedback. Their findings show that mobile devices if used for teaching and learning purpose can act as catalysts for change in learning and teaching approaches, and it can provide benefit for both teachers and students, they summarised their findings in Figure 3. We believe that mobile learning technology act as the thread which links web-based learning and mobile learn- ing together. Also the current practice of pod-casting lec- tures and other subject related materials is rapidly growing as a popular way of delivery lectures and learning content in higher education. The attraction for teachers and stu- dents is evident as the content normally an audio or video digital recording is placed online, and can be downloaded from the website to students iPods, mobile phone, MP3 player, PDA or any other portable device which supports the content format. Deakin University in Australia is just one example in which learning materials can be downloaded via iLecture to home computers or any port- able device. Currently, major universities around the world are working on research projects to discover how iLecture and similar web-based technologies can be further developed to best support learning and teaching wirelessly [12]. A project into the mobile innovations used in four Australian TAFE colleges was conducted in 2005. The project pre- sented the mobile devices that were integrated to deliver learning material to learners and to deliver creative learn- ing initiatives [13]. The findings of the project were posi- tive, and evidence show that the methods used have been ongoing for a period of time. According to Becta [14], mobile devices are useful where learners need to record information during a lesson, input data, extended writing, share information, and work on individual pieces of assessment. Hence if we take these factors into account then integrating mobile technologies into existing curriculum and university network environ- ments, should be feasible in the foreseeable future. An important pedagogical aspect concerning mobile technologies is that they extend the learning environment beyond the university setting [15]. As they provide learn- ing content with a portable, flexible, independent learner- controlled environment, that provides the learner with an efficient method of communication both between them- selves, the teachers and their devices. The application of mobile learning technology within a university setting is still in its infancy, and the develop- ment of new models, methods, and systems are needed to be put in place for a successful integration. We believe a re-blending of the current learning environment at univer- sities is required to ensure a successful mobile learning environment. Figure 3. Benefits of using a mobile device for teaching and learning [11] 20 http://www.i-jim.org A MOBILE LEARNING MODEL FOR UNIVERSITIES – RE-BLENDING THE CURRENT LEARNING ENVIRONMENT IV. RE-BLENDING TO INCLUDE MOBILE LEARNING Mobile learning has the potential to shift the higher education landscape, by enabling flexible collaborative learning, and by providing access to different learning resources from anywhere and at anytime. Many studies have focused on learning in general, but collaboration and transfer of knowledge via mobile devices should also be analyzed. It is important to ensure that mobile learning technologies work effectively in terms of transferring knowledge and learning material to the learners. This is especially true if mobile learning is to integrate within existing forms of learning models. Rapid development of mobile technology exposes some opportunities for inte- gration at a higher education level. Most students use mo- bile phones as part of their daily life, and this use is changing situations and environments within the univer- sity. Hence, universities must look towards the integration of these technologies and therefore experiment with the design of mobile learning models to examine the advan- tages and disadvantages of mobile devices in higher edu- cation. There is a need to determine how students think about using mobile technology as a means for learning. Stead [16] stated that mobile learning is starting to invade the education system in our major universities, because most of today’s learners are already using their mobile devices to capture images of the whiteboard, download audio lectures, or share useful web links or resources among each other. Therefore the concern is no longer whether mobile learning works affectively but rather how best universities integrate it into their current blend of learning methods, whilst still provided quality of service and content to their students. While there appears to be many research studies fo- cused on the potential of mobile technologies, research on affective collaboration, and blending methods on how universities can use and adapt to mobile technologies is sparse. Before universities embrace mobile learning tech- nologies, research needs to be conducted in this area. The penetration of mobile technologies into universities cannot be ignored, as it forms part of the e-learning blend, and their importance will continue to grow over the coming years. We have already seen how blended collaborative learn- ing showed effectiveness in learning outcome at universi- ties [17], but how could this be applied when learning is being acquired via a mobile device? How could universi- ties integrate and blend mobile technologies within their current system to provide student with an effective mobile collaborative learning environment? Therefore redesigning the existing model is required to make place for mobile learning. The new model draws on certain aspects mentioned within the current literature, in order to provide a strategy for the effective adoption of mobile technologies in educa- tion. Our proposed model takes all factors influencing the successful adoption of mobile learning, which are also applicable in universities. The model requires necessary policies and standards to be in place; these are beyond the scope of this paper. According to Naismith et, al. [2], there is no concrete theory of mobile learning. However, there is a direction towards integrating the use of mobile learning technolo- gies with existing methods of learning but with different approaches, thus making the blended learning approach an effective opportunity to integrate the innovative mobile learning technologies. Naismith et, al. [2] emphasize that blended approach facilitates learning with mobile technologies, as the ap- proach engages different activities from a number of dif- ferent theories and practices. Blended learning via a mo- bile device brings multimedia effects like pictures, anima- tions, video clips, simulations and instant real live images. These multimedia effects are capable of enhancing the learning process, and making learning a pleasant experi- ence for students. This is also was apparent in a similar study by Issack et, al. [18], the authors stated that even though mobile learning can’t be used for delivering large amount of reading material, it is very effective in supporting small, concise and informative content. He also considered mobile learning technologies as a value added feature, which can form an effective blend of the pedagogical ap- proach within the learning environment. Few researchers have implemented models in which mobile learning technologies can be integrated effectively. Barker, Krull, Mallinson, [19] proposed a model which illustrated that mobile devices can fit seamlessly within existing setting by providing support for learners via web- based assessment, delivering content, and access to the internet via mobile devices. This model focused on a mo- bile learning environment, which can be adapted to en- courage and improve traditional learning environments. This environment was supported by effective mobile learning policies and instructions. The communications infrastructure presented within the model contained a mo- bile access point, which in term can enable communica- tion among the mobile devices. This model focused in general on the info-structure, polices and guidelines of the learning environment. It used mobile devices as an exter- nal support for traditional learning and not as a blended model by itself, which has the strength to offer learning content in a collaborative, blended and flexible learning environment. V. THE PROPROSED MOBILE LEARNING MODULE Before the proposed model is presented for implemen- tation, we shall first review the blended learning model to which our extension of mobile learning will be added. Blended learning is defined as the combination of char- acteristics from both traditional learning and e-learning environments [20] [21], [22]. It is seen as merging aspects of e-learning such as: web-based instruction, streaming video, audio, synchronous and asynchronous communica- tion, etc; with traditional face-to-face learning. Blended learning provides educators with the opportunity to com- bine learning resources and technology from face-to-face and online environment to create flexible learning options for students. Blended learning can be seen as a mix of the e-learning elements and technologies with traditional forms of class- room training and one-to-one instruction. It is through this mix which we hope to include aspects and technologies of mobile learning. The potential of blended learning is al- most limitless and represents a natural evolution from the traditional forms of learning, to a more personalized and focused development path. We aim to demonstrate that the iJIM – Volume 3, Special Issue 1: "IMCL2009", July 2009 21 A MOBILE LEARNING MODEL FOR UNIVERSITIES – RE-BLENDING THE CURRENT LEARNING ENVIRONMENT next natural progression is to incorporate the mobile tech- nologies into the current blended learning environments. The original blended learning model, as extracted from Lanham [1], and presented in Figure 4, incorporates vari- ous aspects and methods from the two prominent learning methods of the time, face-to-face and online learning, to create a blended environment in which to conduct learn- ing. The blended learning model focused on providing the platform to allow the creation of a more flexible learning environment. We hope to take this model one step further with the inclusion of mobile learning technology. A. The Blended Learning Model The main function of blended learning is to use the strengths of one learning environment to improve the weaknesses of another learning environment, therefore creating a stronger basis for students. So blended learning is a means of bridging the gaps of traditional classroom learning and contemporary online learning, as shown in Figure 4. The bridging role that blended learning plays is evident by its physical position within the model (as shown in Figure 4). The blended learning element of the model pro- vides the environment in which to combine the advantages of one learning environment with the limitations of the other. The outcome of this blending is aimed at achieving a more well round environment to enrich learning. B. The Blended Mobile Learning Model It is proposed that we will take the existing blended learning model and adapt it to include the new frontier of mobile learning. Previous researches have shown that mo- bile learning is more effective when it is used as part of an existing blend [23]. It is evident in Figure 5 that mobile learning can be blended in, as an additional method, which combines web- based and traditional learning environment, to form an effective, flexible, collaborative and efficient learning atmosphere. This is also true if we had to consider the flexible learning model presented by Browns [5], and was discussed in the literature. Therefore mobile learning if designed to form a part of a blend, can offer benefits to classroom learners, online learners and distance learners. Online learners can download resources directly from the university server via a web-based instruction portal, or capture images and learning events into their mobile devices. Distance learner can also benefit, as they can text and interact with each other or the teachers, and access resources and course con- tent remotely using their mobile phones. While on the other hand classroom or traditional learners can share learning content and resources via Bluetooth, and capture images, text, or even record presentations during their class time. The proposed model is capable of providing learners with anywhere, anytime, and in real-time learning. The model makes students able to customize their ways of receiving their learning material, based on when and where they are. Students can ask questions and make sug- gestions, download material, reuse these material and share and collaborate with other students and with the teacher in real time. Figure 5 above illustrates the blended mobile learning model. Blended Learning Classroom LearningOnline Learning Can be repeated as many times as possible Suitable for review, etc Easy to collaborate Know your peers in person, etc Hard to repeat, etcLack of collaboration / easy to feel isolated Do not know your peers in person, etc Limitations Advantages Blended Learning Classroom LearningOnline Learning Can be repeated as many times as possible Suitable for review, etc Easy to collaborate Know your peers in person, etc Hard to repeat, etcLack of collaboration / easy to feel isolated Do not know your peers in person, etc Limitations Advantages Figure 4. The Blended Learning Model [1] -Hard to repeat, etc-Lack of collaboration / easy to feel isolated -Do not know your peers in person, etc Limitations Advantages Blended Learning Classroom LearningOnline Learning Mobile Learning - Heavy reliability on technology -Running costs. -Poor networking in areas and lack of coverage. -Limited download and storage capacity in some devices. -Learning “on the go” -Learner’s controlled and led -Highly accessible -Personal and private -prompt response and feedback -Easy to collaborate -Know your peers in person, etc -Can be repeated as many times as possible -Suitable for review, etc -Hard to repeat, etc-Lack of collaboration / easy to feel isolated -Do not know your peers in person, etc Limitations Advantages Blended Learning Classroom LearningOnline Learning Mobile Learning Blended Learning Classroom LearningOnline Learning Mobile Learning - Heavy reliability on technology -Running costs. -Poor networking in areas and lack of coverage. -Limited download and storage capacity in some devices. -Learning “on the go” -Learner’s controlled and led -Highly accessible -Personal and private -prompt response and feedback -Easy to collaborate -Know your peers in person, etc -Can be repeated as many times as possible -Suitable for review, etc Figure 5. The Blended Mobile Learning Model We have also considered three important aspects to dif- ferentiate our model: technology, university and students. 1. Technological aspects which include the followings: • Wireless mobile protocol • Learning content and resource delivery • Multimedia, audio/video • Compression and delivery methods 2. Aspects related to university • Learning content • Student data • Policy • Copy rights issues • Teachers and administrative 3. Aspects related to student • Student data • Learning acquisition • Personal information • Collaboration and sharing It is proposed in the blended mobile learning model Figure 5, that the addition of mobile learning to the origi- nal blended learning model will enable us to incorporate the current trend of mobile technology into the innovative learning environments faced by Universities. We also took into consideration the advantages and limitations of each method as listed within the blended mobile learning model in Figure 5. These advantages and limitations will be care- fully examined and considered during the implementation and testing stages. It is through the integration of mobile technologies that we shall test our models effectiveness and efficiency. Results of these studies will be available in later publica- tions. 22 http://www.i-jim.org A MOBILE LEARNING MODEL FOR UNIVERSITIES – RE-BLENDING THE CURRENT LEARNING ENVIRONMENT VI. CONCLUSION Learning is a continuous process, not just a one off knowledge acquisition experience. Therefore with the integration of blending mobile learning into the learning environment, we are extending the learners reach to the learning materials, and improving their accessibility to course content. A blended mobile learning environment will provide a more natural and flexible way to learn. It will use the ma- jor components of each of the learning environments in- volved to create a comprehensive coverage of all learning methods. In this paper we have proposed a model which takes into consideration all aspects of learning via technology, and how best to successfully integrate mobile devices into the university sector. It is through further discovery and research that we hope to produce a blended mobile learn- ing model architecture which will provide a layered proto- type for implementation into Universities, covering all major level of infrastructure. Further research within this study will also look towards the impact of the inclusion of these mobiles devices into the classroom for education purposes. We believe that our proposed blended mobile learning model is capable of merging within the online learning and the traditional learning environment without any ma- jor changes, thus forming an important part within the overall flexible learning environment. REFERENCES [1] Lanham, E. (2007): Supporting Blended Learning in an E-learning Environment. Ph.D. Thesis. Deakin University, Australia [2] Naismith, L., Lonsdale, P., Vavoula, G. & Sharples, M. (2004): Literature review in mobile technologies and learning. Nesta Fu- turelab Series. 11. Birmingham: NESTA [3] Trifanova A., Ronchetti M., (2003): A General Architecture for M-Learning. http://www.dit.unitn.it Retrieved 12 July 2008 [4] Meisenberger M., Nischelwitzer A., (2004): The Mobile Learning Engine (MLE) a mobile computer-aided, multimedia-based learn- ing application. http://www.mapec.at/docs/MApEC_Proce edings.pdf Retrieved 23, July 2007 [5] Brown, T. (2003). The role of m-learning in the future of e- learning in Africa.Presented at the 21st ICDE World Confer- ence.http://www.tml.hut.fi/Opinnot/T110.556/2004/Materiaali/bro wn03.pdf Retrieved 22 July 2008 [6] Australian mobile telecommunication association, 2007, The Im- pact of the Mobile Phone on Work/Life Balance [7] Australian Research Council Report http://polsc.anu.edu.au/ staff/wajcman/pubs/Report_on_Mobiles_and_Work_Life_Balance _June_07.pdf Accessed 25 October 2008 [8] Jo J. et al, 2002. Innovations in e-Learning with Wireless Tech- nology and Personal Digital Assistant. Gold Coast Campus: Grif- fith University, Australia. [9] Singh, H., (2003): Leveraging Mobile and Wireless Inter- net.http://www.learningcircuits.com/2003/sep2003/singh.htm Re- trieved 16 July 2008 [10] The Video Connected, 2008, Connected. Video: ACU stu- dent and staff to visualize a new kind of learning, USA, online video, http://www.acu.edu/technology/ mobilelearning/students/videos/connected.html Accessed 25 Oc- tober 2008, [11] Ooms A..et al, 2008. The in-classroom use of mobile technologies to support diagnostic and formative assessment and feedback. Pa- per presented at the 7th London International Scholarship of Teaching and Learning Conference, London, U.K. 2008 Kingston University [12] Gosper, M. McNeill, M. Woo, K, Phillips, R. Preston, G. & Green, D. (2007): Web-Based Lecture Recording Technologies: Do students learn them? http://www.caudit.edu.au/ educauseaustralasia07/authors_papers/Gosper.pdf Retrieved 28 July 2008 [13] Ragus, M., Meredith, S., Dacey, D., Richter, C., Paterson, A., & Hayes, A. (2005): The Australian Mobile [14] Becta, (2004). What the Research Says About Portable ICT De- vices in Teaching and Learning (2nd ed). Coventry, UK: Becta ICT Research, 2004. www.becta.org.uk/pagedocuments/ research/wtrs porticts.pdf Retrieved 30 August 2008 [15] Juniu S. 2002. Implementing handheld computing technology in physical education. Journal of Physical Education, Recreation and Dance, 73(3), 43-48. [16] Stead, G. (2005): Moving Mobile into the Mainstream, M-learn 2005: 4th World conference on m-Learning. http://www.mlearn.org.za/CD/papers/Stead.pdf Retrieved 5 Feb- ruary 2008 [17] Lanham, E., Augar, N. and Zhou, W. (2005) Creating a Blended learning model for Cross-cultural E-learning: Putting theory into practice, E-Learn 2005: The Proceedings of the World Conference on E-Learning in Corporate, Government, Healthcare and Higher Education, pp. 2623-2630, (AACE), United States [18] Issack M. S., Mussawir Hosany & Ramsawok Gianeshwar,(2006):A M-E (Mobile-E-learning) Adaptive Archi- tecture to Support Flexible Learning Malaysian Online Journal of Instructional Technology (MOJIT) Vol. 3, No.1, pp 19-28 [19] Barker, A. Krull, G. and Mallinson, B. (2005): A Proposed Theo- retical Model for M-Learning Adoption in Developing Countries. Proceedings of m-Learn 2005. http://www.mlearn.org.za/papersfull.html Retrieved 22 July 2008 [20] Chesterman, F. (2002). Blended learning - is it really understood? tMagazine. June: 26. [21] Cisco Systems (2001). "E-Learning Glossary." Internet Learning Solutions Group. [22] Valiathan, P. (2002): "Designing a Blended Learning Solution." Learning Circuits. [23] Stead, G., Sharpe, B., Anderson, P., Cych, L., & Philpott, M. (2006). Emerging technologies for learning. Coventry, UK: Becta. [24] Kukulska-Hulme, A. and Traxler, J. (2005): Landscape Study on the Use of Mobile and Wireless Technologies for Learning and Teaching in the Post-16 Sector. CETIS-TechD is Accessibility SIG, 2005. http://www.cetis.ac.uk/members/accessibility/meetings/ 2005/sig12/landscapehtml Retrieved 30 April 2008 [25] University of South Australia: Key Statistics - Number of Students Produced by Planning and Assurance Services http://www.unisa.edu.au/pas/bai/keystatistics/UniSAKeyStatistics StudentNumbers.pdf Accessed 11 October 2008 AUTHORS Ms. Ferial Khaddage is a current PhD candidate with the Faculty of Science and Technology, at Deakin Univer- sity, Australia. (e-mail: khaddage@deakin.edu.au). Dr. Elicia Lanham is with the School of Information Technology at Deakin University, Australia. (e-mail: elicia.lanham@deakin.edu.au). Professor Wanlei, Zhou, PhD, DSc, is the Interim Head of School, with the School of Information Technol- ogy at Deakin University, Australia. (e-mail: wanlei.zhou@ deakin.edu.au). This article was modified from a presentation at the International Confer- ence on Interactive Mobile and Computer Aided Learning (IMCL2009) in Amman, Jordan, April 2009. Submitted 23 May 2009, Published as resubmitted by the author(s) on July 20, 2009. iJIM – Volume 3, Special Issue 1: "IMCL2009", July 2009 23 http://www.dit.unitn.it/� http://www.mapec.at/docs/MApEC_Proceedings.pdf� http://www.mapec.at/docs/MApEC_Proceedings.pdf� http://polsc.anu.edu.au/staff/wajcman/pubs/Report_on_Mobiles_and_Work_Life_Balance_June_07.pdf� http://polsc.anu.edu.au/staff/wajcman/pubs/Report_on_Mobiles_and_Work_Life_Balance_June_07.pdf� http://polsc.anu.edu.au/staff/wajcman/pubs/Report_on_Mobiles_and_Work_Life_Balance_June_07.pdf� http://www.learningcircuits.com/2003/sep2003/singh.htm� http://www.acu.edu/technology/mobilelearning/students/videos/connected.html� http://www.acu.edu/technology/mobilelearning/students/videos/connected.html� http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Gosper.pdf� http://www.caudit.edu.au/educauseaustralasia07/authors_papers/Gosper.pdf� http://www.mlearn.org.za/CD/papers/Stead.pdf� http://www.cetis.ac.uk/members/accessibility/meetings/2005/sig12/landscapehtml Retrieved 30 April 2008� http://www.cetis.ac.uk/members/accessibility/meetings/2005/sig12/landscapehtml Retrieved 30 April 2008� http://www.unisa.edu.au/pas/bai/keystatistics/UniSAKeyStatisticsStudentNumbers.pdf� http://www.unisa.edu.au/pas/bai/keystatistics/UniSAKeyStatisticsStudentNumbers.pdf�