| The purpose of this qualitative case study was to explore the experiences, perceptions, and pedagogy of nine self-identified faculty developers and instructional designers who work in centers for teaching and learning supporting faculty members requesting assistance with mobile learning. With the ever-increasing use of mobile devices across universities, exploring how these individuals were preparing for and addressing faculty inquiries about mobile learning may offer guidance and insight to others looking to plan for and support mobile learning endeavors at their universities. Data were collected through two semi-structured interviews and participant drawn models that yielded descriptions, perceptions, and experiences about mobile learning.;Themes emerging from the participants included no requests from faculty for mobile learning support, a variety of frameworks to inform technology integration efforts, a faculty-first focus, an absence of pedagogical and theory based considerations, and migration to mobile learning through the learning management system. Time, lack of knowledge, and accessibility were seen as challenges to mobile learning implementation. Implications from the study included the need for faculty developers in Centers for Teaching and Learning to engage their universities in pedagogically sound discussions and research-based implementations of mobile learning. Faculty developers need to proactively leverage students and instructors' personal use of mobile devices, as well as the learning management system, to move the boundaries of learning into contextually rich and vibrant learning environments. |
