INSTRUCTIONAL design and technology is an emerging field that improves educational learning outcomes through the systematic design, development, implementation and evaluation of instructional processes and resources. It integrates educational theories, technological tools and instructional practices to create effective learning environments. Because of massive advancement in educational technology and rapid growth of the current level of technology use, skills and interests, mobile learning, or m-learning, has emerged as a transformative device in all fields, reshaping the way education is delivered and received.
Mobile learning refers to a trend within instructional design and technology towards learning via mobile devices, which can be accessed from anywhere any time. This trend influences the diverse use of smartphones and tablets with mobile-optimised web sites and other portable formats to deliver educational materials. Mobile learning advances the concept of ubiquitous learning, where students are not confined to traditional classroom teaching methods but can engage in learning on the move. This increases accessibility by enabling students to learn at their convenience and beneficial for the professionals and adult learners with busy schedules.
Mobile learning also encourages personalised learning experiences as educational apps can adapt to individual learning pace, habit and choices. Moreover, the integrated arrangement of multimedia elements such as images, videos, quizzes, infographics and interactive simulations makes learning more engaging and effective. The use of push notifications and gamification can further motivate students, providing timely reminders and rewards that motivate continuous learning. Mobile learning is playing an increasingly important role in education due to the widespread use of Android-powered smartphones, offering new opportunities for innovative instructional design and delivery.
Mobile learning is reinforced by several significant educational theories that interpret how learners engage with content, technology and context. At its core, mobile learning is a learner-centred and technology-mediated form of instruction that emphasises flexibility, accessibility, and contextual relevance. A fundamental theory is constructivism, which holds that students actively construct knowledge through interaction with their environment and mobile devices facilitate this process by creating opportunities for experiential and situated learning outside of the traditional classroom. It is closely related to situated learning theory, which believes that learning is most meaningful in context. Mobile technology allows students to engage in real-life environments, making learning authentic and directly applicable.
Self-directed learning also plays an important role in mobile learning as mobile devices enable learners to take control of their learning pace, path and resources. This autonomy is particularly significant for adult learners and lifelong learners. Furthermore, cognitive load theory facilitates the design of mobile learning in small, manageable chunks, a practice known as micro-learning, which increases retention and reduces learner overload. Another relevant concept is activity theory, which examines how tools such as mobile devices reconcile learning through social and cultural contexts. From this perspective, mobile learning is seen as a dynamic interaction between the learner, the device, and the environment, which contributes to the construction of knowledge.
In addition, connectionism recommends that knowledge occurs across networks and is accessed through technology. Mobile learning, with its prominence on connectivity and real-time access to global resources, aligns well with this theory, highlighting the importance of digital literacy and social learning.
These theoretical foundations provide a comprehensive framework for understanding how mobile learning enhances personalised, context-aware, and continuous learning experiences. They also guide instructional designers in developing mobile-friendly content that is engaging, adaptive, and pedagogically sound.
As a driver of flexible, accessible and personalised learning experiences, mobile learning has revolutionised instructional design. The designers should adopt a learner-oriented approach where content is broken down into small, manageable chunks appropriate for micro-learning for effective integration of mobile learning into their instructional design. Instruction should be designed for real-time accessibility to encourage authentic and locational learning experiences via mobile devices. Appropriate design principles are crucial to ensure the accessibility of learning materials across a variety of screen sizes and platforms.
Instructional strategies should aim to connect learners freely with peers, instructors, and content, and also support dynamic interactions. It is important to note that mobile learning designs should consider the social and cultural context, which provides opportunities for collaborative learning and contextual knowledge construction. Furthermore, mobile instruction should pay special attention to adult and lifelong learners and provide them with control over their pace and path. By introducing mobile technology into instructional structures, teachers can enhance global engagement, foster knowledge retention, and develop learning opportunities.
With smartphone use and internet access increasing in Bangladesh, mobile-based instructional design has great potential to transform education. As nearly half of the population now uses mobile internet, there is an opportunity to extend education beyond the traditional classroom to reach marginalised and underserved areas. Where the formal education infrastructure is developing, mobile education, which is flexible, self-paced, micro-learning and real-time engagement, is very suitable. It can enhance lifelong learning, improve digital literacy, and create equitable access to education for disadvantaged people, including rural students and working adults.
However, significant challenges still exist. Limited digital infrastructure in rural areas, poor internet connectivity, and the high cost of mobile data pose barriers to the widespread use of this technology. In addition, Bangladesh lacks educators who are skilled in technology-integrated instructional design, even most teachers are not trained in mobile-based instructional design, and there is little institutional support for integrating technology into the education system. Language barriers, the lack of culturally relevant content and inadequate technical support also hinder effective implementation. However, with relevant policy formulation, investment in technology driven infrastructure, and increasing teacher confidence and capacity, mobile integrated instructional design can become a powerful tool for better educational learning outcomes in Bangladesh.
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Dr Mohammad Johurul Islam is an instructional design and EdTech expert and professor of law in Islamic University, Kushtia.
