Abstract
There are three types of m-learning: formal, informal, and self-directed. Formal learning consists of learning organized by triggered notifications and reminders, such as SMS messages asking employees to confirm understanding or participation in an event or the completion of an assignment. E-Iearning courseware viewed on a mobile device also falls into the formal m-learning camp.
Informal learning includes strategies such as engaging in interactive messaging, fostering two-way communication, and soliciting user feedback or data collection. Twitter, blogs, Facebook, and other social media are considered mediums for informal learning. Lastly, self-directed learning consists of user directed learning, reference and performance support materials, content and courseware, and media-based content such as podcasts or videos (Brink, 2011). A workshop conducted recently by King Fahd University of Petroleum and Minerals (KFUPM) in Dammam city, Saudi Arabia discussed the prospects of using mobile phones for educational purposes.
Khaled Al-Sultan, president of the university, said KFUPM would seek greater participation of students in the academic process and encourage them to look for knowledge and information. "We want to keep our students away from the spoon-feeding system and encourage them to search for the knowledge they want from the right sources," he said at the conclusion of the workshop (Arab news, 2011). Therefore due to the significance to m-learning in university education and other levels of education this paper discusses the theories and rationales of m learning. The paper will provide literature review of m learning and will try to answer some questions such as; what is the concept of m-learning? Who would benefit from m learning? What are the tools of m learning? What are the theories and philosophies of m-learning. The paper will conclude with some suggestions and recommendations.