Jacobsen, MicheleAmaechi, Emmanuel Chukwunenye2024-09-132024-09-132024-09-12Amaechi, E. C. (2024). A phenomenological case study of Nigerian graduate students’ experiences using mobile learning technologies in a faculty of education (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.https://hdl.handle.net/1880/119722This study investigates the experiences of Nigerian graduate students using mobile learning technologies at a faculty of education at a University in Western Canada. and highlights the potentials of mobile technologies as tools to enhance teaching and learning. For this thesis research, I employed a phenomenological case study approach, to provide a comprehensive understanding of how mobile learning technologies are integrated into the academic lives of international graduate students from Nigeria, the benefits they derive, and the challenges they face. Data was collected through in-depth interviews to capture the nuanced experiences and perceptions of the participants. Data was analyzed using reflexive thematic analysis to generate findings and themes. The findings reveal that mobile learning technologies significantly enhance accessibility, allowing students to access educational content and resources anytime and from anywhere. Unfettered access provides flexibility that is crucial for students in balancing academic, professional, and personal commitments. The interactive and multimedia features of mobile learning platforms are shown to increase student engagement and motivation, fostering a more dynamic and engaging learning environment. Mobile learning supports personalized learning experiences, enabling students to learn at their own pace and according to their individual preferences. This study also identifies several challenges, including technical issues such as device compatibility with research tools such as NVivo. Some students identified their inability to use some mobile learning technology well because they were not adequately oriented on how to use it. These challenges underscore the need for a more inclusive infrastructure, continuous technical support, and effective orientation programs to help graduate students maximize the benefits of mobile learning technologies. The implications of these findings suggest that while mobile learning technologies can offer substantial benefits, the successful implementation of these technologies requires graduate students and programs to address the associated challenges. Recommendations for educators include integrating mobile learning into the curriculum in ways that complement existing teaching methods and to provide ongoing support for graduate students’ optimal use of technology for learning.enUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.TechnologyEducationDigital InclusionLearning and DevelopmentEducation--TechnologyEducationmaster thesis