This is Mr. Sharma teaches students of class 8th to 11th, and these are my thoughts about mobile learning.

Thank You MyTutorhub, for giving me this opportunity. 

​There is a pattern of misconceptions about mobile learning emerging after sifting through numerous browser links.  

Moreover, there has been a lot of discussion about these beliefs, so I’m going to take the liberty of naming and detailing the five mobile learning myths that have sparked my curiosity, and I am attempting to disprove them to some level.

Mobile learning has been with us since years back, but in recent years, it’s got much hype. And after the COVID, mobile learning becomes the go-to choice of many students, which is a good thing. 

I’ll be the first to admit that there is always some truth in myths; yet, given the velocity of technological progress, many of those ‘truths’ would now appear to be falsehoods. 

This article debunks five mobile learning myths and explains why it’s important not to fall for them.

Myth 1. Devices lack in screen and key size and processing power:

Mobile devices, in comparison to personal computers, are sometimes stated to lack the substantial physical interface devices (keyboard, monitor, mouse, printer, etc.) that personal computers provide. 

While mobile devices’ interface capabilities still fall short of those of desktop computers, they have come a long way in a short time. Large usable screens and complete QWERTY keyboards are standard on today’s gadgets. They also have functions to help with pointing and clicking on the screen, with the most recent devices adding multi-touch haptic support.

The processor speed race has switched away from personal computers and toward mobile devices; today’s mobile computing devices are as competent as personal computers were five years ago. With the impending convergence of devices, screen and key size, computing power, and memory will become irrelevant. We’ll soon be able to use a gadget that is small enough to be really mobile while simultaneously serving as a computer, a communication device, a digital assistant, and much more.

Myth 2. Accessibility and cost barriers 

One of the strangest beliefs I came across was that personal mobile computing devices are unaffordable due to inherent pricing restrictions. Looking at me in India at the incredible rate of adoption of mobile devices and the availability of data-capable mobile networks that now span the country, it’s clear that cost isn’t a factor in the mobile learning equation. Phones today cost significantly less than they did in the past, do far more, and are far less expensive to use because network usage prices are steadily decreasing. These variables all contribute to greater availability of technology and eventual adoption.

Myth 3. Lack of a standardized content delivery platform –

This is regarded as the primary reason why businesses are hesitant to adopt mobile learning. What they’ve conveniently overlooked is that the world’s largest content distribution platform, the World Wide Web, and its various components are now available from the majority of this generation’s mobile devices. It’s not fair to blame standardized platforms or a lack here if we don’t use the content delivery technology that is available. We only have ourselves to blame.

Myth 4. Mobile content is expensive! 

This is a common fallacy that surrounds the introduction of a game-changing technology. They said that computers and a quick look at history would show that books, radio, and television have followed the same trend. As I previously stated (point 3), phones are now widely available and inexpensive to the general public. Content creation for mobile devices is no longer a costly, platform-dependent endeavor. I’d venture to say that developing mobile learning content that is mobile browser savvy for less than or equal to the expense of developing traditional eLearning that runs on personal computer-based browsers is achievable.

Myth 5. Mobile devices are a distraction 

Mobile gadgets are becoming more common and infiltrate the communication of the younger generation of students. Furthermore, businesses all across the world have embraced mobile technologies in a huge way. Given their numerous functionalities, it appears that these devices have the potential to be distracting. If learners are distracted, I will point the finger at the learning activities and content rather than the technology or gadget.

The difficulty is to create engagement that makes full use of the device’s capabilities. To be effective, learning content and activities must be designed with mobile device usage and other factors in mind. Simply converting and packaging current courseware for mobile consumption does not qualify as “mobile learning.” What worked on a desktop computer may or may not function on a mobile computing device. Who wouldn’t be distracted by dull content?

I’d love to hear what readers have to say about these urban legends. Do these myths come up when talking about mobile learning? What is your reaction?