WEB 2.0 IN A MOBILE LEARNING ENVIRONMENT Emmanuel Howe, Dumisani Tsela, Ray Kekwaletswe Department of Business Informatics, Tshwane University of Technology, South Africa ABSTRACT This paper shows how learners in a South African mobile learning environment utilise Web 2.0 technologies for learning purposes. These learners encounter different challenges which derail them from getting the necessary ubiquitous support for learning that is not confined to particular spaces and time. The paper argues that Web 2.0 technologies may enhance learners’ interactions, collaborations and the sharing of learning experiences without restraint. Evidence gathered in a typical South African university, during authentic learning contexts, showed the different ways by which mobile learners utilise these technologies. The study employed the contextual inquiry research method to understand how mediated social interactions using Web 2.0 enables the provision of enhanced mobile learning. KEYWORDS Web 2.0, social presence, social interaction, mobile learning, mobile learning environment 1. INTRODUCTION As one of the most important brain functions that develop individual experience, learning is a dynamic process that depends on, the mental capacities of the learner, the nature of the knowledge being acquired, and most importantly the environmental factors that have to do with learning (Gadomski, 1993). The need to improve the learning environment to enhance learning is fundamental. Over the years different methods or tools have been put in place to enhance knowledge sharing, one such tool is Web 2.0. To this point, using social presence theory as a lens, the aim of this interpretive research was to provide an informed understanding of the ways by which Web 2.0 could leverage learning and sharing of knowledge among mobile learners with varied social backgrounds. Weiss (1990) defines learning as a relatively permanent change in knowledge or skill produced by experience. The environment in which learning takes place (whether online or in person) involves a complex array of factors that influence learner satisfaction and achievement (Stein and Wanstreet, 2003). The desired learner satisfaction and achievement in this context is learning. In South African universities, learners come from very diverse backgrounds, with different languages and cultures. Most of these learners come form previously disadvantaged schooling systems where contact or one-on-one interaction with an instructor is unusual due to the poor faculty-to learner ratio and scarce resources (Kekwaletswe, 2006). Some of the reasons are: Learners not understanding the content presented during formal lectures; The ‘fear’ that learners have, for not being able to express themselves in the presence of other learners; Learners having difficulty writing and expressing themselves in the language of instruction - English as a medium of instruction as opposed to a local language; A common challenge faced by most South African learners in higher education, is the ‘fear’ to engage in classroom activities. Learners lack motivation to participate in class, most of them being introverts, since the higher education environment is still new to them (Howe & Kekwaletswe, 2009). IADIS International Conference Mobile Learning 2010 337