Abstract:

Workplaces today are increasingly responding to ergonomics to ensure that new employees are inducted into environments where there is alignment between technological tools and the physical workspace. Similarly, as institutions of higher learning invest in technology-enhanced teaching and learning, it is important to examine how students from disadvantaged backgrounds struggle cognitively as they attempt to adapt to technologically mediated education. Mobile learning is known for its accessibility to information and ease of communication. Mobile tools allow students to carry their universities in the palm of their hands. However, for many students, the use of mobile tools reveals existing digital gaps, where even high-performing students can become deskilled. Furthermore, these tools can exacerbate the stress associated with distance education—particularly for students in remote rural areas, where feelings of isolation are common. This study examined the experiences of ten rural students and two tutors in two South African provinces. The findings show that when mobile learning is used creatively and supported by innovative strategies, it has the potential to enhance learning and improve student success. The main conclusions highlight that effective mobile learning must begin with the preparation of both tutors and students. Role-players must also be aware of hindrances such as poor connectivity and an over-reliance on technology. Effective tutors use frequent communication as an intervention strategy for supporting at-risk students, such as the rural learners involved in this study.

Keywords:

Blended learning, Communication, Distance education, Education and technology, Mobile learning.