Mobile Cloud Learning for Higher Education: A Case Study of Moodle in the Cloud

Mobile cloud learning, a combination of mobile learning and cloud computing, is a relatively new concept that holds considerable promise for future development and delivery in the education sectors. Cloud computing helps mobile learning overcome obstacles related to mobile computing. The main focus of this paper is to explore how cloud computing changes traditional mobile learning. A case study of the usage of Moodle in the cloud via mobile learning in Khalifa University was conducted.


Introduction
The rapid progress of mobile technology becomes a powerful trend in the development of mobile learning (Bai, Shen, Chen, & Zhuo, 2011). However, due to the high costs of mobile devices, networks, low network transmission rate, and limited education resources, mobile learning is not widely deployed (Li, 2010). With the continuous rapid development and widespread applications of new information technologies, cloud computing is bringing major changes and new breakthroughs in teaching and learning.
It is becoming the dominant method in which mobile, online, and other types of applications operate (Rao, Sasidhar, & Kumar, 2010).
Cloud computing is "a model for enabling ubiquitous, convenient on-demand network access to a shared pool of configurable computing resources (e.g., networks, servers, storage, applications, and services) that can be rapidly provisioned and released with minimal management effort or service provider interaction" (Mell & Grance, 2009). It has two inherent characteristics: elasticity (resource scaling up) and resource pooling (running various independent services) (Hirsch & Ng, 2011). Cloud computing makes up the inadequacies of mobile learning and leads to a revolution in mobile learning.
Cloud computing can store a huge amount of educational resources and provide infrastructure, platform, and application services for users instead of letting users save them in their devices (Li, 2010). It can also provide unlimited computing power for the completion of various types of application (Chen, Liu, Han, & Xu, 2010).
Mobile cloud learning is an amalgamation between cloud computing and mobile learning (Hirsch & Ng, 2011). It integrates the cloud computing into the mobile environment and overcomes obstacles related to mobile computing (Dinh, Lee, Niyato, & Wang, 2011). In this paper, we examine mobile cloud learning and explore how it can be used in higher education. We achieve this through a brief case study of the implementation of Mobile Moodle in Khalifa University, Abu Dhabi, UAE.

Definition of Mobile Cloud Learning
Mobile cloud learning (Figure 1), a novel unification of cloud computing and mobile learning, is a relatively new concept that holds great promise for future development of education (Hirsch & Ng, 2011 Figure 1. The concept of mobile cloud learning (Hirsch & Ng, 2011).
Mobile learning has been evolving, from the early definitions of "learning with mobile devices" (Harris, 2011;Kossen, 2001) to the current terminology that emphasizes learner mobility, resulting from the use of mobile devices. The shift of the mobile learning definition changes the focus from mobile devices to mobile learners, and requires designers not to design instructions for a new class of mobile technologies, but to broaden their perspectives of what mobility for the learner entails in relation to learning. Only after recognizing this focus shift in design can designers identify a dichotomy of guidelines with one set focusing on the technology and one set focusing on the learner. In addition, mobile learning research from mobile learners' perspectives require the study of "…how the mobility of learners augmented by personal and public technology can contribute to the process of gaining new knowledge, skills, and experience" (Sharples, Arnedillo-Sánchez, Milrad, & Vavoula, 2009). This multidimensional view of mobility greatly enriches the discourse in mobile learning and also poses new directions for research and development in this field.
Mobile learning enables learners to acquire learning content anytime anywhere via portable devices. But low processing power and memory constraints of mobile devices, expensive network connection fees, slow network transmission, and limited educational resources fundamentally limit the development of mobile learning (Li, 2010). Mobile cloud learning integrates cloud computing into mobile learning. The advantages of cloud computing, such as massive data storage, high-performance computing, and easy access overcome obstacles related to mobile learning (Dinh, Lee, Niyato, & Wang, 2011). Figure 2 shows the architecture of mobile cloud learning. In mobile cloud learning, learners can access content, such as text-based documents, audio, and video files, over  (Rao, Sasidhar, & Kumar, 2010;Kitanov & Davcev, 2012).

Benefits of mobile cloud learning.
Traditional mobile learning must deal with the following drawbacks-high device and network costs, low network transmission rates, and limited education resources available. Combining the advantages of mobile learning and cloud computing, mobile cloud learning is introduced to solve these limitations (Kitanov & Davcev, 2012). Weber (2011) argues "greater connectivity between centralized server-side applications and low cost/low processor capacity mobile devices could provide better access, more control, and greater freedom for e-learners" (p. 565).
Mobile cloud learning has a number of benefits to both the content providers and the learners. First and foremost, it costs less. For content providers, it saves the large initial cost, spending on hardware and software incurred when installing all kinds of systems (Freeman, 2000). By paying regular monthly fees, even small schools and universities, which cannot justify the return-on-investment for the high initial setup costs can provide mobile cloud learning services without spending large set-up costs for infrastructure (Hirsch & Ng, 2011). In addition, they do not need to instantly maintain and upgrade hardware or software. Meanwhile, because all computing, storage, and updates are completed on the cloud side, mobile devices serve for display only (Mohamudally, 2011). As a result, users can utilize web-based applications on their mobile devices with small memory spaces because there is no need for software loading and document saving (Rao, Sasidhar, & Kumar, 2010 learning selected topics over their mobile phones even when they are in a small village or remote area (Rao, Sasidhar, & Kumar, 2010). Although one may need a subscription, mobile cloud learning is open access to everybody. The fact that people might access such a program through their mobile devices makes it convenient for them in any part of the world to access learning resources (Woodill, 2010).
Third, because learning resources stored in clouds are shared across different schools and universities, more educational resources are available for mobile cloud learning users. In addition, novel applications and services, which improve collaboration, can be implemented, such as collaboration tools between students of different institutions, social communities, and more (Hirsch & Ng, 2011).
Finally, mobile cloud learning is also flexible and allows for adjustments, depending upon learners' needs. Since it is accessed through subscription, the user does not need to know where the learning sources are (Rittinghouse & Ransome, 2009).

Characteristics of mobile cloud learning.
Mobile cloud learning has the following characteristics.

1) Storage and sharing:
Learning outcomes and resources can be stored in the "Cloud," which provides almost unlimited store and computation capacities. Documents can be commonly edited and shared in the "Cloud," such as services provided by GoogleDocs, Live Skydrive, and Office Live.
2) Universal accessibility: Learners can study as long as they have access to the network. Mobile cloud learning also makes a low-cost access terminal possible, because software, applications, and data are all operated in the cloud servers. This improved accessibility can greatly benefit developing regions.

3) Collaborative interactions:
Learners can cooperate anywhere in the "Cloud." From social learning perspectives, they can collaboratively build common knowledge through frequent and convenient interactions.

4) Learner centered:
Mobile cloud learning is heavily people-oriented, which meets the individual needs of learners. Learners in the "Cloud" select suitable resources and can track their learning progress and outcomes.
Given the above characteristics, mobile cloud learning is mostly utilized to enable communication between educators and students, manage the teaching and learning processes, and add knowledge to interested and willing users, utilized among learners, and so on. (Chang, Bacigalupo, Wills, & De Roure, 2010 The responses of learners to using this learning method are excellent. Most studies share the finding that currently young people natively communicate through the language of mobile phones, the Internet, and social networks. Today's learners have more readily embraced learning and educational technologies compared to other traditional learning methods, as these new learning methods allow them to share their knowledge and experiences through online sites. Learners have also been identified as exhibiting better learning behaviors, while using these learning technologies, since they are a flexible, 'fun' way to learn, and manageable (Sharif, 2010).
In a recent survey of students in a UAE university, a large percentage of learners (about 80%) use laptops, mobile phones, or both regularly for their learning purposes. Kennington, Olinick, and Rajan (2010) found most learners revealed that gadgets, such as laptops and mobile phones, are must haves and that Internet access is absolutely necessary. Additionally, learners want learning environments to be freer and more comfortable than classrooms. They prefer informal places rather than formal ones.
Mobile cloud learning provides such an opportunity, allowing learners to check their timetables, obtain tutor's notes/assignments, complete research, and even learn an entire course using the same process (Kennington, Olinick, & Rajan, 2010 (Xu, Wang, & Li, 2011).

Moodle in the Cloud
Moodle is a widely adopted open source learning management system (LMS), also known as a course management system (CMS) or a virtual learning environment (VLE) (Bamiah, Brohi, & Chuprat, 2012), which supports both small and large deployments (with several sites well beyond millions of users) and includes course management tools,   3. Security and privacy. Learners' sensitive information and their privacy can be easily violated when cloud providers utilize user data for claimed purposes (Dinh, Lee, Niyato, & Wang, 2011;Hung, Shih, Shieh, Lee, & Huang, 2012).

Conclusion
Mobile cloud learning positively influences the learning process, as seen from both educators and learners. Although it may be more cumbersome for some to access the program than others, it makes it easier for more people to obtain knowledge through their mobile devices without worrying much about other hardware. In other words, mobile cloud learning brings the classroom to the student unlike other traditional methods. It is of benefit not only to the learners but also to the educators in their classroom management. Meanwhile, learners must run the risks, such as losing control of applications and damage to personal information security and privacy, to take advantage of mobile cloud learning.