How universities
can further mobile
engagement

One side effect of the pandemic is the increase in student mobile engagement, with mobile devices now widely used for higher education. According to a 2021 survey conducted by Educause, most college students use more than one device for academic work, and more than half rely on a smartphone.

As with any new learning modality, there are challenges with mobile adoption in higher education that can pose a problem for student mobile engagement. Despite the increased reliance on mobile devices, not all students are as engaged as they could be on mobile platforms; students may experience connectivity issues, some faculty members are slow to adopt new technologies, and some mobile devices may not be up to the rigors of mobile learning.

Mobile devices offer students the ability to learn from wherever they are. While this can be a benefit for every student, there will always be bumps in the road. For example, the pandemic pushed remote and mobile learning ahead. Before lockdown, remote and hybrid classes were options, but during the pandemic, remote learning became necessary.

According to Educause, 56% of students rely on their mobile phones as a secondary learning device. While mobile engagement allowed students to learn safely from home during lockdown, it wasn't always easy. The rapid adoption of distance and mobile learning meant that the learning experience was often impaired thanks to mistakes, poor instructional choices and unforeseen technical issues. Now, colleges have time to review those early missteps and create plans that will boost mobile engagements for all students.

Regarding new learning technology, some faculty members may jump to the front of the line and adopt new technologies early, while others may hold out for as long as they can, preferring to use what they know from their experience. If you've been on a college campus, it's likely that you know a professor like this: They've been using the same syllabus, readings and lectures for years, and they tend to teach in person only. While the pandemic forced all professors to teach remotely, not all faculty members did well with every mobile solution during lockdown. One study of pandemic remote learning found the rapid adoption of distance learning sometimes meant that faculty made remote instruction choices that alienated students, such as mandating camera-on policies, creating overly complex processes for submitting work or using an unauthorized external mobile solution. This created a user experience that was off-putting for some students.

Colleges are addressing this problem by incentivizing training for faculty, according to a webinar from the Chronicle of Higher Education. Part of that incentive includes using student feedback in new ways. Rather than simply using evaluations to rate a course, colleges can use evaluations to show faculty where they need professional development so that courses can be made more engaging.

Mobile engagement isn't possible if students don't have access to working devices. Research conducted by Educause suggests that while the majority of students have a reliable device, more than a quarter of the students surveyed did not:

• 11% reported missing class because their device didn't work or they did not have access to it
• 10% said their device could not support a mobile solution
• 8% couldn't work when their device was broken
• 4% were sharing devices with family members or friends

Recently, some colleges began working to close the technology gap by giving students devices. In 2021, for example, the California State University offered iPad Air devices to 35,000 incoming freshman and transfer students at eight campuses.

The technology gap is about more than devices—it's also about connectivity. Traditional four-year campuses have the advantage of managing student Wi-Fi; many students live on or near campus, so their devices are able to access steady and reliable Wi-Fi. This is not the case for nontraditional students, however. Because they have jobs and live off-campus, nontraditional students may find themselves in areas with weak or unreliable Wi-Fi that doesn't support their academic needs. Small community and rural colleges most keenly feel this problem. During the pandemic about 55% of students were dependent on mobile phones for Wi-Fi connections. This can be a problem for students in rural areas; University of Georgia students noted that internet connectivity was a problem for them when they went home during the pandemic.

This is a big challenge. Students need reliable Wi-Fi to truly engage with mobile learning. However, this is also a problem the right service provider can assist with. Also, partnering with unified communication providers, colleges can work to create consistent communication channels for all students.