Natasha Anne Rappa

Resource-constrained nations face educational challenges, like poor technological infrastructure and disruptions in learning, which became evident during the Covid-19 pandemic. With the deep penetration of mobile technology in these regions, this research proposes mobile learning, particularly mobile computer supported collaborative learning (mCSCL), as a viable solution for continued education in the face of disruptions. Through a scoping review and a multimethods approach, this research examined the adoption of mCSCL in resource-constrained nations, investigating the case study of a higher education institution in Nigeria. Key findings reveal that mobility and some characteristics of collaboration positively influenced students' acceptance of mCSCL. Additionally, themes derived from open-ended responses and WhatsApp interactions highlighted flexibility in learning and multimodal communication mode as some of their reasons for continuing with mCSCL.

Learners’ persistence in online learning plays a crucial role in achieving successful learning outcomes. In an effort to understand the underlying psychological mechanism of learners’ persistence in such environments, a systematic review is conducted to synthesise the existing knowledge. This concise paper presents three fundamental findings derived from the review project, namely, mapping the current research landscape, exploring the motivations propelling researchers to investigate this phenomenon, and examining the theoretical models employed in literature to explain learners’ behaviours.