Mobile Learning as a Support System to the Challenges that Adult Learners Experience in the ABET Sector in South Africa

Abstract

The purpose of the study was to explore ways in which mobile learning could anchor adult learners to better deal with challenges they experience. The interpretivism paradigm was used, with the qualitative approach, as well as the focus group interview data collection methods. The theoretical framework of Ubuntu was used to support this research paper. The theory of Ubuntu highlights an aspect of social justice where equity and equality are encouraged among people in different societies. This theory was used to support that adult learners in their quest for education are not meant to be marginalised and rely only on teachers, face-to-face, for information, where mobile technologies could also be used. The research findings indicated that adult learners in the ABET sector are involved in the learning process willingly, with the hope of finding employment after their educational journey. Having to attend physically at the ABET centres posed a challenge for adult learners who have other life responsibilities, and the findings, therefore, indicated that mobile technologies could bring support and convenience in the learning process for adult learners. The study concluded that the support system should be in place where teaching and learning for adult learners could be supported using mobile technologies. The support system could ensure collaboration among learners and easy access to the teaching and learning material. It was recommended that m-learning be adopted to support face-to-face teaching and learning, to maximise chances of supporting adult learners in their educational journey.