A generally accepted definition for "mobile learning" is:

Any sort of [technology enhanced] learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies. (Adapted from O'Malley et al., 2003).

This indicates the dual nature of learning assisted by mobile devices, which could be in a fixed location such as a classroom or workplace, or across contexts supported by a variety of fixed and mobile technology. For the former, the focus is on enabling learning with handheld technology. For the latter, the emphasis is on the mobility of the learner in a technology-rich environment.

The field has been characterized by two types of activity: first, adopting mobile technology for learning across physical, social or economic distance and separation; and second, using handheld devices to enhance, extend or disrupt prevalent conceptions of learning. How these activities are expressed may be determined by physical and environmental factors and by differing notions of education in formal and informal contexts.