Is m-learning an extension of e-learning?

For most businesses, e-learning is the predominant technology for workplace education. Typically this approach revolves around a 'push' method of implementation in that learners are signed up or mandated to attend set courses. Despite their digital nature a significant portion of e-learning courses still employ a traditional classroom pedagogical approach.

Given e-learning's widespread acceptance in workplace education it would be easy to introduce mobile learning (m-learning) as an extension of this approach. Referencing the SAMR model (Puentedura, 2014) this augmentation or substitution of technology sees m-learning as simply a vehicle for 'e-learning anywhere'. 

Not surprisingly a number of m-learning proponents (Pegrum, Howitt, & Striepe, 2013, Miller & Doering, 2014) argue that this approach misses the key opportunities offered by this technology; namely the ability for the learner to 'pull' information, communicate and socialise (Pegrum, Howitt, & Striepe, 2013) when they want to, rather than when instructed to.

For businesses, mobile devices offer more opportunity not as a vehicle to do more training (as training in inherently expensive), but to do less training. By allowing the learner to 'pull' information when required, training, job-aids and advice can be delivered in a just-in-time approach - something that sits comfortably within current business processes. While in other learning environments these innovated approaches face resistance from staff and students , the reverence that businesses place on performance means that they are more likely to embrace Puentedura's 'redefinition' and in the process altering the underlying pedagogy.

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