A Review on Mobile Cloud Learning In Higher Education

Dr. Lakshmi Int. Journal of Engineering Research and Applications www.ijera.com
ISSN: 2248-9622, Vol. 6, Issue 4, (Part - 1) April 2016, pp.32-38
www.ijera.com 32|P a g e
A Review on Mobile Cloud Learning In Higher Education
Dr.Lakshmi, G.D.Dhanalakshmi
ABSTRACT
Versatile cloud taking in, a blend of portable learning and distributed computing, is a moderately new idea that
holds significant guarantee for future advancement and conveyance in the instruction parts. Distributed
computing offers portable realizing some assistance with overcoming deterrents identified with versatile
processing. The principle center of this paper is to investigate how distributed computing changes conventional
versatile learning. A contextual analysis of the use of Moodle in the cloud by means of portable learning in
Khalifa University was directed.
Keywords: Cloud computing; mobile learning; mobile cloud learning; Moodle; higher education
I. INTRODUCTION
The quick advance of versatile innovation
turns into a capable pattern in the improvement of
portable learning (Bai, Shen, Chen, and Zhuo,
2011). Nonetheless, because of the high expenses
of cell phones, systems, low system transmission
rate, and restricted training assets, versatile learning
is not generally sent (Li, 2010). With the nonstop
fast improvement and across the board uses of new
data advances, distributed computing is bringing
significant changes and new leaps forward in
educating and learning. It is turning into the
predominant strategy in which portable, on the
web, and different sorts of uses work (Rao,
Sasidhar, and Kumar, 2010).
Distributed computing is "a model for
empowering universal, advantageous on-interest
system access to a common pool of configurable
processing assets (e.g., systems, servers,
stockpiling, applications, and administrations) that
can be quickly provisioned and discharged with
negligible administration exertion or administration
supplier connection" (Mell and Grance, 2009). It
has two inalienable qualities: versatility (asset
scaling up) and asset pooling (running different
free administrations) (Hirsch and Ng, 2011).
Distributed computing makes up the insufficiencies
of versatile learning and prompts an upheaval in
portable learning. Distributed computing can store
a tremendous measure of instructive assets and give
framework, stage, and application administrations
for clients as opposed to giving clients a chance to
save them in their gadgets (Li, 2010). It can
likewise give boundless processing energy to the
finishing of different sorts of use (Chen, Liu, Han,
and Xu, 2010).
Versatile cloud learning is an
amalgamation between distributed computing and
portable learning (Hirsch and Ng, 2011). It
coordinates the distributed computing into the
portable environment and overcomes impediments
identified with versatile registering (Dinh, Lee,
Niyato, and Wang, 2011). In this paper, we analyze
portable cloud learning and investigate how it can
be utilized as a part of advanced education. We
accomplish this through a brief contextual
investigation of the usage of Mobile Moodle in
Khalifa University, Abu Dhabi, and UAE.
II. BACKGROUND
Definition of Mobile Cloud Learning
Versatile cloud learning (Figure 1), a
novel unification of distributed computing and
portable learning, is a generally new idea that holds
awesome guarantee for future advancement of
instruction (Hirsch and Ng, 2011).
Figure 1.The concept of mobile cloud learning
(Hirsch & Ng, 2011).
Portable learning has been developing,
from the early meanings of "learning with cell
phones" (Harris, 2011; Kossen, 2001) to the present
wording that underscores learner portability,
coming about because of the utilization of cell
phones. The movement of the portable taking in
definition changes the center from cell phones to
versatile learners, and requires planners not to
outline guidelines for another class of portable
advancements, yet to expand their points of view of
what portability for the learner involves in
connection to learning. Strictly when perceiving
this center movement in outline can creators
distinguish a dichotomy of rules with one set
RESEARCH ARTICLE OPEN ACCESS

concentrating on the innovation and one set
concentrating on the learner. What's more, portable
taking in exploration from versatile learners' points
of view require the investigation of "… how the
portability of learners expanded by individual and
open innovation can add to the procedure of
increasing new information, abilities, and
experience" (Sharples, Arnedillo-Sánchez, Milrad,
and Vavoula, 2009). This multidimensional
perspective of portability enormously advances the
talk in versatile learning furthermore postures new
bearings for innovative work in this field.
Versatile learning empowers learners to
secure learning content whenever anyplace by
means of convenient gadgets. Be that as it may,
low preparing force and memory requirements of
cell phones, costly system association expenses,
moderate system transmission, and restricted
instructive assets on a very basic level farthest
point the improvement of versatile learning (Li,
2010). Versatile cloud learning coordinates
distributed computing into portable learning. The
benefits of distributed computing, for example,
huge information stockpiling, elite figuring, and
simple access overcome impediments identified
with portable learning (Dinh, Lee, Niyato, and
Wang, 2011). Figure 2 demonstrates the
engineering of versatile cloud learning. In portable
cloud learning, learners can get to substance, for
example, content based records, sound, and video
documents, over the Cloud through their cell
phones associated with the Internet, (for example,
GPRS, UMTS, HSPA, WiFi, WiMAX, or LTE)
(Rao, Sasidhar, and Kumar, 2010; Kitanov and
Davcev, 2012).
Figure 2.Mobile cloud learning architecture
(Khan, Kiah, Khan, &Madani, 2012).
Benefits of mobile cloud learning.
Customary portable learning must manage
the accompanying disadvantages—high gadget and
system costs, low system transmission rates, and
restricted training assets accessible. Consolidating
the benefits of portable learning and distributed
computing, versatile cloud learning is acquainted
with understand these restrictions (Kitanov and
Davcev, 2012). Weber (2011) contends "more
noteworthy availability between concentrated
server-side applications and minimal effort/low
processor limit cell phones could give better get to,
more control, and more prominent flexibility for e-
learners" (p. 565).
Portable cloud learning has various
advantages to both the substance suppliers and the
learners. As a matter of first importance, it costs
less. For substance suppliers, it spares the vast
introductory cost, spending on equipment and
programming caused when introducing a wide
range of frameworks (Freeman, 2000). By paying
normal month to month charges, even little schools
and colleges, which can't legitimize the arrival on-
speculation for the high starting setup expenses can
give versatile cloud learning administrations
without spending substantial set-up expenses for
foundation (Hirsch and Ng, 2011). Also, they don't
have to in a flash keep up and redesign equipment
or programming. In the interim, since all
processing, stockpiling, and redesigns are finished
on the cloud side, cell phones serve for showcase
just (Mohamudally, 2011). Therefore, clients can
use electronic applications on their cell phones with
little memory spaces in light of the fact that there is
no requirement for programming stacking and
archive sparing (Rao, Sasidhar, and Kumar, 2010).
They can utilize variable cell phones to get to
learning content without buying, introducing, or
upgrading any product.
Second, versatile cloud learning can
likewise be effortlessly gotten to the length of a
portable system is accessible. Palmer and Dodson
(2011) bring up that rustic understudies, who don't
have entry to fast broadband Internet associations,
can get to educational modules content effectively
by means of 3G portable advances. They can utilize
administrations from the cloud server farm for
learning chose points over their cell telephones
notwithstanding when they are in a little town or
remote range (Rao, Sasidhar, and Kumar, 2010).
Albeit one might require a membership, versatile
cloud learning is open access to everyone. The way
that individuals may get to such a project through
their cell phones makes it helpful for them in any
part of the world to get to learning assets (Woodill,
2010).
Third, since learning assets put away in
mists are shared crosswise over various schools and
colleges, more instructive assets are accessible for
portable cloud learning clients. Also, novel
applications and administrations, which enhance
joint effort, can be executed, for example,
cooperation instruments between understudies of
various organizations, social groups, and then some
(Hirsch and Ng, 2011).
At long last, versatile cloud learning is additionally
adaptable and considers conformities, contingent
on learners' needs. Since it is gotten to through
membership, the client does not have to know

where the learning sources are (Rittinghouse and
Ransome, 2009).
Characteristics of mobile cloud learning.
Versatile cloud learning has the
accompanying qualities.
1) Storage and sharing: Learning results and assets
can be put away in the "Cloud," which gives
verging on boundless store and calculation
limits. Reports can be usually altered and
partook in the "Cloud, for example,
administrations gave by GoogleDocs, Live
Skydrive, and Office Live.
2) Universal availability: Learners can think about
the length of they have entry to the system.
Versatile cloud adapting additionally makes an
ease access terminal conceivable, in light of
the fact that product, applications, and
information are all worked in the cloud
servers. This enhanced openness can
extraordinarily advantage creating locales.
3) Collaborative communications: Learners can
coordinate anyplace in the "Cloud." From
social learning points of view, they can
cooperatively manufacture normal information
through regular and helpful connections.
4) Learner focused: Mobile cloud learning is
intensely individuals situated, which meets the
individual needs of learners. Learners in the
"Cloud" select suitable assets and can track
their learning advancement and results.
Given the above qualities, portable cloud
learning is generally used to empower
correspondence in the middle of instructors and
understudies, deal with the educating and learning
procedures, and add information to intrigued and
willing clients, used among learners, et cetera.
(Chang, Bacigalupo, Wills, and De Roure, 2010).
The reactions of learners to utilizing this learning
technique are amazing. Most studies share the
finding that right now youngsters locally convey
through the dialect of cellular telephones, the
Internet, and informal organizations. Today's
learners have all the more promptly grasped
learning and instructive advances contrasted with
other customary learning strategies, as these new
learning techniques permit them to share their
insight and encounters through online destinations.
Learners have additionally been recognized as
showing better learning practices, while utilizing
these learning advancements, since they are an
adaptable, "fun" approach to learn, and reasonable
(Sharif, 2010).
In a late study of understudies in a UAE
college, an extensive rate of learners (around 80%)
use portable PCs, cell telephones, or both
consistently for their learning purposes.
Kennington, Olinick, and Rajan (2010) discovered
most learners uncovered that devices, for example,
tablets and cell telephones, are unquestionable
requirements and that Internet access is totally
vital. Moreover, learners need learning situations to
be more liberated and more agreeable than
classrooms. They lean toward casual places as
opposed to formal ones. Portable cloud learning
gives such an open door, permitting learners to
check their timetables, acquire guide's
notes/assignments, complete research, and even
take in a whole course utilizing the same procedure
(Kennington, Olinick, and Rajan, 2010).
The Use of Mobile Cloud Learning in Middle
Eastern Regions
Despite the fact that distributed computing
has been presented everywhere throughout the
world, created nations use it more than their
creating partners. Among the nations in the Middle
East, some are exceedingly created, while others
are still immature. These nations are in a Muslim
area and have very distinctive ways of life and
view of issues contrasted and non-Islamic nations.
In any case, Islamic and non-Islamic nations have
the same requirements for cutting edge
advancements, including the training area (Eze and
Onyegegbu, 2006). More individuals, including
young ladies and ladies, are getting to be taught
today than various years prior in these Islamic
nations.
Despite the fact that numerous nations in
the Middle East are Islamic nations, each is
remarkable. Huge difficulties originate from the
heterogeneous way of their economies, geology,
legislative issues, and societies. The district has
differing dialects, societies, and religions, in spite
of the fact that the broadly honed religion is Islam.
Subsequently, uncommon alternatives must be
considered during the time spent planning and
creating propelled innovation applications, for
example, portable cloud learning. For instance, the
economies of the nations in this district are not at
the same level. A few nations are exceptionally rich
because of the oil business, while others are poor
because of their areas in a dry to semi-bone-dry
territory (Jaatun, Zhao, and Rong, 2010).
Accordingly, a unique mix of arrangements about
innovation redesigns must be made to guarantee the
immature nations can bear the cost of the expenses.
Also, the innovation levels of the nations in this
locale are not the same. A few nations, for
example, UAE, are more exceptional than different
nations, which are as yet attempting to embrace the
constantly evolving innovation (Al-Zoube, El-
Seoud, and Wyne, 2010).

By (2011), there is a broad lack of
qualified data and correspondence innovation (ICT)
experts, preparing programs, and prepared e-
learning instructive staff in the Middle East and
North African locale. Some Middle Eastern
nations, for example, Saudi Arabia, Bahrain, and
Yemen, are encountering the thundering of dispute
identified with late political changes in a few North
African nations. The general public and instructive
activities in Middle East nations are without a
doubt disturbed. In this way, leasing PC stages and
adaptable force turns into a sensible alternative for
instructive foundations in this locale to manage the
risk of potential devastation of equipment. Portable
cloud learning can be planned fittingly for a
particular gathering of individuals or a particular
district. Without utilizing additional offices, the
data innovation (IT) authorities might outline the
learning procedure to meet the necessities of
individuals in remote regions or the individuals
who are not prosperous. For instance, rather than
having a one-time membership, they might present
a learning procedure where one can get to the cloud
through groups. For Islam nations, the procedure
might be intended for a percentage of the Middle
Eastern dialects among others. This innovation is
additionally alluded to as a borderless learning
technique, which implies proficiency can contact
unique individuals in profoundly remote regions
where there are no libraries, guides, and/or schools
(Xu, Wang, and Li, 2011).
III. MOODLE IN THE CLOUD
Moodle is a broadly embraced open
source learning administration framework (LMS),
otherwise called a course administration framework
(CMS) or a virtual learning environment (VLE)
(Bamiah, Brohi, and Chuprat, 2012), which
bolsters both little and extensive organizations
(with a few destinations well past a large number of
clients) and incorporates course administration
instruments, different Web 2.0 advances, online
evaluations, joining with written falsification
identification apparatuses, reconciliation with
stores and electronic portfolio programming, and
different elements normal to learning
administration frameworks. As Xhafa, Caballé,
Rustarazo, and Barolli (2010) contend, "Moodle
recognizes for simple arrangement and upkeep and
in addition content course creation. An incredible
favorable position of utilizing Moodle is the
effortlessness of substance creation, including
discussion, surveys, assignments, wikis, talks, and
so on" (p. 207). By Statistics, Moodle is available
in 223 nations, at 70,736 locales, facilitating
6,790,797 courses, and 63,218,611 clients and
1,290,273 teachers. The main 10 nations utilizing
Moodle by enlistments are appeared in Table 1.
Table 1
Top 10 Countries Using Moodle by Registrations
The normal way of setting up Moodle is to
install it on a Windows or a Linux server in a data
center, and manage it as part of an IT system. The
setting up requires large investments in hardware
and software. If Moodle is hosted in the Cloud, no
big investments are needed.
Take Azure of Microsoft as an example of
a platform in the cloud. First, the original Moodle
must be converted to operate on Azure. Moodle on
Azure, an open source tool, can achieve the
conversion automatically, while making minimal
alterations to the original Moodle. It is used to
migrate locally hosted Moodle to the cloud/Azure
environment. The current version of Moodle on
Azure, open for public download, is capable of
converting original Moodle 2.2. It is composed of
patches and support extensions that make Moodle
run well on Azure, either as a new installation or as
a reinstallation.
Then, the operation of Moodle on Azure
will generate a package ready for uploading to
Azure for deployment. The download and upload
processes are necessary because this is the method
to ensure that customized Moodle works on Azure.
However, the uploaded package can be installed
only on one virtual server on the cloud (Morgado&
Schmidt, 2012).
Now Moodle running in the cloud is ready
for learners to access. Mobile learning learners can
visit learning resources inside the Moodle stored in
the cloud. In this way, education institutions do not
need to purchase expensive web servers to host
their learning management systems. They do not
need to hire an information technology team to
maintain and update these systems. For learners,
they do not need to buy mobile devices that have
huge storage space and strong computation ability.
In this case, Moodle is running in the cloud and

data are stored in the cloud too. All they need to do
is access the learning materials with their mobile
devices via the Internet.
Implementation of Mobile Moodle in the Cloud
at Khalifa University
The greatest advantages for Khalifa
University to move Moodle to the cloud are that
speculations and assets to work its own particular
servers are spared. Thus, KhalifaUniverstiy can
concentrate on supporting learners and
educators/teachers as required. Another advantage
to moving Moodle to the Cloud is off-grounds
clients can get to it by means of cell phones, for
example, keen cellular telephones and iPad.
Khalifa University as of now runs Moodle
Version 1.9. To execute Moodle on the cloud,
Moodle was moved up to Version 2.0 on the
grounds that more up to date renditions can bolster
advanced mobile phones accurately. The
applications presented by Moodle 2.0 are the
prevalent worldview for portable advancement.
Some Moodle 2.0 applications are alluring, for
example, myMobile and mBot. In view of Moodle
2.0+ and JqueryMobile, myMobile is tweaked and
streamlined for supporting advanced mobile phone
gadgets and tablets. As an Android application for
Moodle, mBot recollects certifications, logs and
pages clients visit and records assignments. It can
likewise open Microsoft Office reports and even
add clients' cohorts to their Google contacts.
Moodle Apps 1.0, which can be redone too, has a
few alternatives to address clients' issues and
prerequisites.
What's more, Banner, an understudy data
framework, is coordinated with Moodle in Khalifa
University. In spite of the fact that they both work
on the nearby/in-house Active Directory Server,
their validation components are distinctive. At the
end of the day, even with the same username and
secret word, clients must logon to the two
frameworks distinctively or ONE BY ONE. They
can't get to the two frameworks with a solitary
login. Lamentably, moving Moodle to the cloud
does not alter this issue. As Hirsch and Ng (2011)
attest, reconciliation is still one of the difficulties
for versatile cloud learning.
Innovation coordination in Khalifa
University is based upon sound pedagogical
establishments. Taking after social constructivism,
the joining of Moodle and Banner means to
encourage an understudy focused learning
environment. Another goal of the reconciliation is
to encourage correspondences among understudies,
in the middle of understudies and instructors, and
also in the middle of understudies and assets.
Figure: 3. the learner centered collaborative
environment.
Moodle in the cloud encourages joint
effort too. Learning through social cooperation is a
vital piece of social constructivism. Learner-
focused learning cooperation gave by Moodle in
the cloud enhances learner engagement, as well as
creates individual acumen and comprehension of
the substance. Learners have entry to a more
extensive scope of assets, because of the
coordinated effort between Khalifa University and
across the nation and worldwide instruction
segments. For educators and instructors, working
together with different specialists gets to be
advantageous. Besides, the contact in the middle of
teachers and learners grows off grounds.
IV. DISCUSSION
In spite of the fact that Moodle is
generally utilized as a part of the training segment
the world over, a few educators and understudies
are unwilling to acknowledge this innovation.
Despite the fact that Moodle is moved to the cloud,
the issue of acknowledgment still exists.
Ambraziene, Miseviciene, and Budnikas (2011)
contend that the expectation to absorb information
for mastering Moodle is high for educators and
understudies. In this manner, they don't utilize it all
the time—just for instructive purposes.
Understudies are unwilling to utilize Moodle in
light of the fact that it doesn't have elements to
bolster their dynamic correspondences and
coordinated efforts. Since social correspondence is
an imperative perspective for learning (Mason,
2008) joining some person to person
communication devices for instruction with
Moodle might be useful to encourage learning and
educating.
Both Google and Microsoft offer free
cloud email and joint effort administrations to
instructive organizations. Microsoft Live@edu, a
cloud-based email framework that contains
specialized apparatuses, for example, texting
alongside contact administration and timetable
programming, has a free module for Moodle.
Instructors and understudies can utilize Live@edu
email administration, and additionally different
administrations, for example, distributed storage of
25GB, information synchronization, texting, and

Microsoft Office applications in the program
(Ambraziene, Miseviciene, and Budnikas, 2011).
Khalifa University can coordinate Moodle with
Live@edu email framework by utilizing an
attachment as a part of from Education Labs. Along
these lines, Moodle can serve as the primary entry
of learning assets for understudies, whether they
are on-grounds or off-grounds. Moreover, the
joining of Moodle and Live@edu gives
understudies a solitary sign-on to their email
accounts, distributed storage space, and Moodle.
Since Moodle transforms into a piece of
understudies' dynamic correspondences and joint
efforts, it is much less demanding to be
acknowledged by clients.
Then, the difficulties in portable cloud
learning ought not be neglected.
1) Versatile system condition. Portable cloud
learning relies on upon learners' remote
association. The nature of the versatile systems
won't not be sufficient for conveying attractive
client experience by means of the coordinated
effort between cell phones and cloud
administrations (Hung, Shih, Shieh, Lee, and
Huang, 2012).
2) Control of utilizations. Learning materials are
put away on the cloud and calculations are
performed on the cloud; learners are no more
in full control of utilizations (Hung, Shih,
Shieh, Lee, and Huang, 2012).
3) Security and protection. Learners' delicate data
and their protection can be effectively
disregarded when cloud suppliers use client
information for asserted purposes (Dinh, Lee,
Niyato, and Wang, 2011; Hung, Shih, Shieh,
Lee, and Huang, 2012).
V. CONCLUSION
Portable cloud adapting emphatically
impacts the learning process, as seen from both
instructors and learners. In spite of the fact that it
might be more unwieldy for some to get to the
system than others, it makes it less demanding for
more individuals to get information through their
cell phones without agonizing much over other
equipment. As it were, versatile cloud learning
conveys the classroom to the understudy dissimilar
to other conventional strategies. It is of advantage
to the learners as well as to the teachers in their
classroom administration. In the interim, learners
must run the dangers, for example, losing control
of uses and harm to individual data security and
protection, to exploit portable cloud learning.
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