Running head: Critical Analysis of a Scholarly Article 1

Critical Analysis of a Scholarly Article

Team 2

Kellie Ventimilia, Casey Young, Marta Gubanova, Sarah Barnhart

California State University, Monterey Bay

April 16, 2019

IST520 Theories of Learning and Instructional

Dr. Donald Fischer

Critical Analysis of a Scholarly Article 2

Critical Analysis of a Scholarly Article

Introduction

The descriptive study “Defining, Discussing and Evaluating Mobile Learning: the

moving finger writes and having writ . . . .” by John Traxler, details different forms of mobile

learning and the difficulties that come with assessing the validity and benefits of mobile

learning. Traxler begins his study by stating that while mobile learning is becoming more and

more popular, there are no concrete studies to show the benefits that could come from different

forms of mobile learning. Traxler states that one of the reasons for the lack of conclusive

evidence is based on the vast amount of flexibility involved with mobile learning, especially

because there is no baseline for assessing mobile learning success. It is with this tone that

Traxler completed his article.

Many mobile devices are now used for easily accessible elearning. The article states,

“The use of wireless, mobile, portable, and handheld devices are gradually increasing and

diversifying across every sector of education, and across both the developed and developing

worlds.” (Traxler, 2007). To follow his claim, Traxler noted several MLEARN conferences

dedicated to mobile learning that were held worldwide, as well as the growing interest. He also

lists the number of attendees at each of those conferences. Traxler continues to state the various

pedagogies and areas that are involved with mobile learning and all of the possibilities that the

definition involves; these include ideals such as, but not limited to, personalized classroom

learning using mobile devices, mobile learning in counseling and guidance, and mobile learning

in corporate training settings.

Traxler admits that although there have been numerous case studies done, there are not

frequent enough results to have conclusive evidence. Although that may be true, there have been
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some consistent themes that have emerged from research on mobile learning, and they include

“technology-driven mobile learning, miniature but portable e-Learning, connected classroom

learning, informal, personalized, situated mobile learning, mobile training/performance support,

and remote/rural/development mobile learning” (Traxler, 2007). For the remainder of the study,

Traxler explains different definitions used for mobile learning, as well as different ways that it is

used in various settings. He concludes by explaining that his study was conducted to pose

questions about mobile learning, rather than to make a determination as to its effectiveness.

Much of the article serves to define and describe aspects of mobile learning. Traxler

repeatedly states that there is no conclusive evidence about the positive benefits of mobile

learning or that there is any baseline, which made this article difficult to assess. There did not

seem to be a negative or positive bias in the way that the article was presented, other than to state

that the field of mobile learning is too broad and undefined in order to gain any concrete results.

The author’s tone seemed hopeful that mobile learning could have potential in the future, but

grounded in the sense that it needed a lot of refinement before any results could be taken

conclusively. Traxler was also able to effectively convey the point that there are too many facets

of mobile learning to be able to form complete theories and results at this time.

Research Procedures (Methods)

Traxler mentions in his research the emerging categories of mobile learning found in

multiple case studies, in which mobile learning is keeping classrooms connected by means of

portable devices. Other case studies involve a technology-driven environment, which is informal

and personalized to the learner and remotely accessible. The article focuses on studies that target

learners from all over the world in various conferences. Although all learners were represented

in terms of geographic, it may not have accounted for the entirety of the population, such as
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casual learners, as well as students. Some of the research represented in Traxler’s article is

quantitative, tracking the number of delegates that attended the international technology

workshops. Otherwise, the article is primarily qualitative by observational measurements.

Traxler mentions the leading international conference series, MLEARN, as well as

multiple unnamed case studies. The measurements by the MLEARN conferences are valid and

show how e-learning is clearly growing within the technology industry and for mobile users

involved in distance learning. Traxler uses the term “activity” to describe his numbers and case

study observations that he cites in his article. Considering his research is merely observed

activity, rather than substantial proof of beneficial mobile learning use, he has no choice but to

reach a vague and inconclusive end to his research. Thus, he lacks evidence to support a strong

urgency to incorporate mobile learning in future developments.

Despite the need for further research, he calls “mobile devices and technologies…

pervasive and ubiquitous in many modern societies,” which are “changing the nature of

knowledge and discourse” (Traxler, 2007). In this statement, the “activity” of descriptive

evidence and measurable numbers taken from the workshop attendees seems to be sufficient

proof of substantial growing interest—at the very least—for mobile learning. Replication of this

study may be difficult since there is not much initial evidence to work with. Although, there is

still plenty of room for continual research if a baseline for mobile learning can be established.

Research Results

The research attempts to reveal the main existing conceptualizations of mobile learning.

As a result, the topic of mobile elearning produces several possible definitions thereof. The most

important outcome can be established by drawing and structuring the questions that need to be

answered to explain the concept of mobile learning. The problem of mobile learning definition
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can be tackled from several points of view: focusing on learners’ experiences, exploring how

mobile elearning alters the nature of knowledge, or looking at it in terms of the nature of

mobility. Technological direction of defining mobile learning is another way to think about it; as

Traxler explains, variability of hardware, software platforms, and geometry of mobile devices

should all be taken into account as constraints of conceptualization of mobile learning.

As one of the research findings, Traxler points out that in developed and developing

countries mobile learning is developing in different ways, so it is possible that the concept of

mobile learning may split in two in the future. Research results also include a theoretical case

study of Mobile Education, which examines ways to conceptualize mobile learning in terms of

application. Different learning styles, teaching approaches, and being able to support

personalized, situated and authentic learning would all be accounted for. Traxler’s work also

examines the relationship between two categorical variables - evaluation techniques development

and implementation of mobile learning in formal education.

In this article, no explicit application of statistical methods are described. In other words,

comparison of variables are clearly expressed in the study, and only a conclusion is given. Thus,

the information provided seems to be insufficiently supported. Main attributes of mobile

education evaluation are listed as findings of the previous research with no supporting evidence

provided in the current paper. As a result of the exploration of the idea to use mobile learning in

universities and colleges, the paper brings up the issues and questions for future research

attempts.

Discussion of Results

Mobile learning is such a new concept to the teaching world. There is very little evidence

and data to show how effective it would be as a form of pedagogy in the classroom environment,
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or in distance learning via the online learning environment. The lack of quantitative data, as well

as the very small amount of qualitative data seems to support these statements. However, Traxler

comes to the conclusion that mobile learning could have the potential to be an effective form of

pedagogy in the future for classroom use and for distance learning upon more research

development.

Summary

Although the field is still very new and needs more research to identify whether or not it

is an effective source of pedagogy, it has been shown to be an engaging source of learning for

students of all ages. There are positives and negative to mobile learning. Positives aspect of

mobile learning include that the field of mobile learning is still growing and will continue doing

so. It could also be used as a valid tool for distance learning. Negatives aspects of mobile

learning include that there is not much evidence and not enough studies done yet to show the

beneficial use of mobile learning. There is also no consistent baselines to show the effectiveness

of mobile learning. Although it is still too early in its development to analyze mobile learning in

how it can be used for distance learning, it has great potential to be an effective form of

pedagogy in future education.

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References

Traxler, J. (2007). Defining, discussing and evaluating mobile learning: The moving finger

writes and having writ . . . . Retrieved April 09, 2019, from

http://www.irrodl.org/index.php/irrodl/article/view/346