Date of Award


Document Type


Degree Name

Doctorate of Education, Ed.D.


College of Education



First Advisor

Donna Graham, Ph.D.

Second Advisor

Dana Shelton, Ph.D.

Third Advisor

Nicholas Markette, Ed.D.


Mobile devices have become a ubiquitous tool for academics by tertiary students. The purpose of this qualitative descriptive case study was to explore college students’ perception of the influences mobile technology has had on their education. Koole’s FRAME model provided the conceptual framework for this study, which focused on the inter-relationship of the mobile device, the learner, and social aspects of the mobile learning process. Data collection included information obtained from 13 graduate students, with the use of a demographic questionnaire, personal interviews, and focus groups conducted via an online web conference site. The research questions that guided this study were¾ how did these college students believe the three specific aspects of mobile learning (device, learner, & social) had influenced their collegiate experiences? Common patterns emerged during analysis, for example, the students’ widespread ownership of mobile devices had promoted greater student learning. The adaptability of mobile technology to specific learning needs proved to be beneficial for students as well. In contrast, a negative social effect of mobile learning was evident from the students’ perception of less interaction and collaboration with fellow students and faculty members. The findings in this study that addressed the question of how the three components of mobile learning had influenced these 13 students’ collegiate experiences, have provided additional insight on the use of mobile technology in academia.

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