ADDING MOBILITY TO THE ADL LANGUAGE COURSE
Authors: Sinitsa Katherine 
Published: February 2023

E-learning becomes a widely used form of educational service provided with or without teacher's support as a pre-study, main course, self-study support, or refreshment. A variety of course development tools, simple and free, or sophisticated and costly, are available for course development. Together with didactic-supported methodology and guidelines for learning content development, these instruments ensure a pedagogical quality of the resulting course. If a course development tool produces a learning content according to the SCORM standard [], it enables its usage as a whole or by some components - learning objects - by a large audience, i.e. those who can access it from a SCORM-compliant learning management system. Reusability, i.e. a capacity of being applied in various contexts, is an important feature for raising efficiency of learning content production and its ROI. So far, SCORM as a technical standard ensured technical side of reusability, whereas a didactically meaningful combination of the learning object was a responsibility of a course designer.

Steady growth of users going on-line from their mobile devices - phones, smartphones, tablets, e-books - pushes mobile content development. Mobile learning research matured, growing from small sessions and workshops to an individual trend, resulting in a number of big international conferences. The research in m-learning emphasizes on its innovative and informal aspects, highlighting new learning activities and scenarios, enabling creativity, interaction and collaboration [ ]. Rough summary of m-learning could be visualized as isolated islands of innovative learning experiences, together with early pilots on mobile access to the web-based learning content and studies of basic content features accessible across various mobile platforms. Although some attention has been paid to the "legacy" content and its transfer to the mobile-accessible format, this issue has been addressed solely from a technical viewpoint. Thus, the quality of the resulting mobile learning was not a subject of study, and the differences in e-learning and m-learning environments were not addressed.
This study is intended to extend the understanding of the reusability concept beyond technical solutions and emphasize on the value of didactically sound content in a similar way it is done by the Learning Design []. The ultimate goal may be seen in providing some guidelines for transformation of e-learning course to its m-learning version ensuring the preservation didactical quality. The purpose of this paper is to identify differences between e-learning and m-learning environments, and explore factors that may influence the quality of the e-learning content delivered in m-learning environment using a language course as an example.
Khan's e-learning framework [ ] was selected as an instrument for the learning environment analysis. The proposed framework comprises eight dimensions, along which factors influencing the quality of the e-learning environment under study are analyzed. Since its introduction, the framework has been applied to various large-scale and small-scale environments. The language learning content is represented by the ELTEC - a self-study language course [ ] which is intended for enhancement of the professional tasks-oriented language skills. The course is highly interactive though some learning activities are preceded by the explanations and illustrations. Comparison of language learning activities within e-learning and m-learning environments led to some guidelines for creation of mobile version of the ELTEC. It was concluded that due to the environment differences and specifics of the mobile devices the course should be re-organized before being transformed to the mobile version, preserving the purpose but re-defining learning objectives.