Mobile learning in resource-constrained environments: A case study of medical education

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Practice points

Medical students in the setting of a developing country rapidly adopt mobile internet technology for rich educational practices Technologies support (a) situated and (b) cross-contextual learning and (c) educational engagement on social network sites in professional communities Technology is predominantly used in ‘informal’ higher education By placing the learners at the centre of the new mobile technology mediated activities, this development has begun to affect the overall educational system.

Figure 1. Depiction of an activity system. Adapted from Engeström (1987).

Table 1.  Description of sample characteristics

No	Institution	Degree
01	University A	Undergraduate students
02		Undergraduate students
03		Postgraduate students
04	University B	Undergraduate students
05		Undergraduate students
06		Postgraduate students
07	University A and University B	Teachers/faculty
08	University A and University B	Teachers/faculty

Figure 2. AS regarding the adoption of ICT as tools for learning in medical education in developing countries.

Engeström Y. Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit, Helsinki 1987

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