Abstract
Mobile learning (m-Learning) is an ubiquitous learning activity supported by the appropriate mobile technology and pedagogical approach. Mobile learning research has experienced a significant growth in the last half a decade, following the increase in innovative applications and the expansion of the contexts in which mLearning is deployed. Based on a review of publications found in international conference proceedings and journals, this study classifies mLearning research according to its focus, and proposes a classification framework. Patterns in shifting research focus are identified and some defining characteristics of the approaches undertaken are elicited. The results of the analysis show that while mobile learning research continues to be motivated by the innovative mobile technology it is also increasingly concerned with the development of a theoretical foundation in order to underpin the new paradigm and inform contemporary mobile learning design and practice.