Mobile learning is the newest and emerging technology embraced by universities and this seems to be fast establishing itself as the preferred mode of learning in many countries. However, ways in which mobile devices are used to meet learning goals seem under-researched and may require more effort from researchers, especially in the context of Africa. This empirical study sought to investigate the state of mobile usage among higher education students, their experiences, and available facilitating conditions that influence mobile learning in a Ghanaian university setting. A total of 222 students (distance and vacation students) were engaged to respond to the questionnaires employed for the study. Findings revealed that mobile learning exists in a somewhat structured form as the environment showed most of the salient characteristics of mobile learning but largely remained unharnessed. To a large extent, facilitating conditions for mobile learning were available; students showed positive experiences with their mobile devices and their use in accessing learning, but largely such learning did not occur via the deployed learner management system of the institution. Implications for policy formulation for the Institution and other similar ones that are striving to incorporate mobile technology to increase access and improve the quality of instruction delivery are discussed.

移动学习是大学所采用的最新和新兴技术，这似乎正在迅速成为许多国家首选的学习模式。然而，移动设备用于实现学习目标的方式似乎研究不足，可能需要研究人员付出更多努力，尤其是在非洲。这项实证研究旨在调查高等教育学生的移动使用情况、他们的经历以及影响加纳大学环境中移动学习的可用便利条件。共有 222 名学生（远程和假期学生）参与了对研究问卷的回答。调查结果显示，移动学习以某种结构化的形式存在，因为环境显示了移动学习的大部分显着特征，但在很大程度上仍未得到利用。在很大程度上，移动学习的便利条件是可用的；学生们对他们的移动设备及其在访问学习方面的使用表现出了积极的体验，但大部分此类学习并不是通过该机构部署的学习者管理系统进行的。讨论了政策制定对机构和其他类似机构的影响，这些机构正在努力纳入移动技术以增加访问和提高教学质量。学生们对他们的移动设备及其在访问学习方面的使用表现出了积极的体验，但大部分此类学习并不是通过该机构部署的学习者管理系统进行的。讨论了政策制定对机构和其他类似机构的影响，这些机构正在努力纳入移动技术以增加访问和提高教学质量。学生们对他们的移动设备及其在访问学习方面的使用表现出了积极的体验，但大部分此类学习并不是通过该机构部署的学习者管理系统进行的。讨论了政策制定对机构和其他类似机构的影响，这些机构正在努力纳入移动技术以增加访问和提高教学质量。