V. BENSON, S. MORGAN
geographical and time constraints that have remained whilst
access was required via a computer (the most flexible of which,
the laptop, still requires wireless access, plug in to mobile, and
large batteries or power source). Student demand for mobile
access is likely to increase therefore, but this is likely to impact
on HE systems efficiency.
Achieving Efficiency in VLE Operations:
Cloud Computing
In search of efficiency and flexibility, higher education insti-
tutions are putting cloud computing, another current trend in
HE sector, into practice. Current priorities of HE institutions
include improving service delivery, reducing facility space usa-
ge and energy consumption. Many universities have to deal
with spiralling costs of fragmented IT systems, poor IT project
management and the complexity of legacy technology. All of
these present barriers to achieving better performance and effi-
ciency of VLE operations. Learning and teaching resources
accumulated through the exploitation of VLEs for decades
place spiralling demands on HE infrastructure, while service
disruptions for upgrades and emergencies have a negative im-
pact on students’ experience. Students expect uninterrupted
access to their learning materials, announcements, assessment
results, etc. Infrastructure as a service presents an attractive cost
effective option for virtual learning environment service deliv-
ery. Cloud computing offers many benefits, including pay-per-
usage models, improved flexibility, faster deployment of new
services, decreased maintenance costs and reduced time spent
on IT operations for an in-depth overview see e.g. (Winkler,
2011). Additionally, when outsourced to a dedicated service
provider cloud services management is performed by profes-
sionals specializing in the field for whom quality of service
delivery means their reputation. Cloud computing service pro-
viders have business continuity strategies, disaster recovery and
security tools in place. Hence savings in terms of hardware
operation and maintenance, software licensing and upgrades
can be achieved by HE institutions when outsourcing VLE
provision to a third party. While cloud platform as a service and
software as a service technologies are still at the entry stage in
the HE market, infrastructure as a service presents clear savings
and improved reliability of data centre services.
Achieving Improvement of Student Experience
through Mobile and Cloud Solutions
Mobile platforms for e-learning are an attractive solution to
help engage the student community, enrich learning and help
students throughout academic life. Blackboard Mobile Learn
app, available on Android Marketplace, Blackberry App World
or Apple App store, is one of the leading mobile platforms for
e-learning. Students gain mobile access to their lecture materi-
als, create discussion forums and posts, blog and comment on
learning progress and resources.
The “digital natives” (Prensky, 2001) in higher education to-
day are used to and surrounded by technology and increasingly
expect mobile forms of communication. For HE professionals
mobile learning is a way of extending the campus and offering
students the opportunity to learn in whatever situation or con-
text they prefer. What is unclear is to what extent they can and
will learn in this increasingly informal and opportunistic mode.
Social networking services are seen by many as the next level
of learning management systems (Benson, Morgan, & Tenna-
koon, 2012) promising convergence of social and learning tools.
At present, though, mobile learning apps are offering another
media for access of LMS repositories, doing the old things with
a new tool.
Whilst mobile platforms for e-learning are still in the early
development stages, it is imperative to consider issues needing
research attention and improvement of software and wireless
device capabilities, as well as pedagogical approaches to learn-
ing in mobile circumstances, in order to assess objectively
technology’s current and future impact on education.
According to a recent survey (LSE Focus, 2007) mobile de-
vices are perceived as a significant contributor to maintaining
quality of life. While for university students (BlackBoard, 2012)
a smart phone represents a “key social connector and a learning
tool”. Higher Education institutions consider provision of mo-
bile services to students to be an indicator of performance and
better quality of student experience. Earlier approaches to inte-
gration of wireless devices into e-learning process (e.g. see
Benson, 2008 for an overview) focused on access enablement
to online content. The emergence of powerful and user friendly
smart phones and tablet computers led to a proliferation of mo-
bile apps, both from established elearning systems providers
(e.g. BlackBoard) as well as independent companies and in
house developments by Universities.
Current mobile apps from popular LMS providers are less
than a year old. Blackboard Mobile Learn 2.0 offers a rich
range of functionality with advanced usability features. Direct
interface to the learning resources is a key feature of the app
which enables students and instructors to access, create and
upload content to the LMS. Blogs supporting media attach-
ments, discussion forums and learning journal media features
promise to bring interactive mobile learning to a new level. The
user interface of the latest version of BlackBoard Mobile Learn
supports adding most frequently accessed classes to favourite
lists, this bookmarking feature helps manage and organise the
learning and teaching process. The latest version of the app
offers threaded hierarchy to improve the user interface while
managing multiple tasks.
While the new features of the mobile apps are evolving, it is
important to gain a better understanding of how ubiquitous
access to study materials can improve learning outcomes. The
impact of wireless technology on higher education is likely to
be driven by student experience. Universities take on invest-
ment in mobile technology to improve student learning through
wireless devices already at the fingertips of current students and
beat the competition by demonstrating the importance of stay-
ing ahead of the technology curve. The use of the VLE has
been shown to promote independent learning (e.g. Frederickson,
2005) and one could argue that extending this use to fully mo-
bile access could further increase this. However as with a stan-
dard VLE students will need to be made aware of the purpose
and benefits of using the mobile app, and care should be taken
regarding design to encourage use. There is a risk that many
download the app but do not use the system after the first at-
tempt, removing all the benefits of developing these flexible
approaches. It is vital therefore to assess critical success factors.
Some of the Critical Success Factors to Consider
Smartphones are effectively accepted by students either as a
link to their social community or a favored learning tool, mo-
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