Global Higher Education M-Learning

Higher Education M-Learning Comprehensive Study by Type (Non-learning Applications, Learning Applications) Players and Region - Global Market Outlook to 2026

Higher Education M-Learning Market by XX Submarkets | Forecast Years 2022-2027  

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  • Summary
  • Market Segments
  • Table of Content
  • List of Table & Figures
  • Players Profiled
Global Higher Education M-Learning Market Overview:
Communication and learning have always been important aspects of education and training. The emergence of the mobile learning market has been aided by technical improvements such as mobility, real-time information delivery, and others.Educators and trainers can employ mobile learning solutions to give real-time interactive training and instructions to end users via smartphones and mobile devices. This not only allows for a more participatory learning environment, but it also means that learning is no longer limited to a classroom or training area. The growing demand for virtual schools is one of the primary factors that will have a positive impact on the growth of this market. In addition to benefits such as enhanced learning experience through different types of content and the ability to facilitate real-time interactive sessions with other learners and trainers, the digitization of education will also fuel the demand for virtual schools. This will result in the emergence of several mobile applications and m-learning tools that can help educators or trainers improve the overall learning process, in turn, propelling market growth.

Growth Drivers
  • Increase penetration of Internet
  • Growing demand for virtual schools

Roadblocks
  • Lack of Digital Clarity Among End Users

Opportunities
  • Widespread adoption of mobile-based learning
  • Increase in the number of online certification programs

Challenges
  • Increase in the number of free online courses


Competitive Landscape:
The companies are exploring the market by adopting mergers & acquisitions, expansions, investments, new service launches and collaborations as their preferred strategies. The players are exploring new geographies through expansions and acquisitions to avail a competitive advantage through combined synergies.
Some of the key players profiled in the report are Articulate (United States), Adrenna (United States), Docebo (United States), Desire2Learn (Canada), Edmodo (United States), Haiku Learning (United States), Blackboard (United States), WizIQ (India), D2L (Canada), Schoology (United States), LearnCast (United States) and City & Guilds (United Kingdom). Additionally, following companies can also be profiled that are part of our coverage like Adobe Systems (United States), Aptara (United States) and Saba Software (United States). Analyst at AMA Research see United States Players to retain maximum share of Global Higher Education M-Learning market by 2026.

What Can be Explored with the Higher Education M-Learning Market Study
 Gain Market Understanding
 Identify Growth Opportunities
 Analyze and Measure the Global Higher Education M-Learning Market by Identifying Investment across various Industry Verticals
 Understand the Trends that will drive Future Changes in Higher Education M-Learning
 Understand the Competitive Scenario
- Track Right Markets
- Identify the Right Verticals

Research Methodology:
The top-down and bottom-up approaches are used to estimate and validate the size of the Global Higher Education M-Learning market.
In order to reach an exhaustive list of functional and relevant players various industry classification standards are closely followed such as NAICS, ICB, SIC to penetrate deep in important geographies by players and a thorough validation test is conducted to reach most relevant players for survey in Higher Education M-Learning market.
In order to make priority list sorting is done based on revenue generated based on latest reporting with the help of paid databases such as Factiva, Bloomberg etc.
Finally the questionnaire is set and specifically designed to address all the necessities for primary data collection after getting prior appointment by targeting key target audience that includes New Entrants and Investors, Higher Education M Learning Provider, Venture Capitalists, Government Bodies, Corporate Entities, Government and Private Research Organizations and Others.
This helps us to gather the data related to players revenue, operating cycle and expense, profit along with product or service growth etc.
Almost 70-80% of data is collected through primary medium and further validation is done through various secondary sources that includes Regulators, World Bank, Association, Company Website, SEC filings, OTC BB, USPTO, EPO, Annual reports, press releases etc.

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Report Objectives / Segmentation Covered

By Type
  • Non-learning Applications
  • Learning Applications
By Regions
  • South America
    • Brazil
    • Argentina
    • Rest of South America
  • Asia Pacific
    • China
    • Japan
    • India
    • South Korea
    • Taiwan
    • Australia
    • Rest of Asia-Pacific
  • Europe
    • Germany
    • France
    • Italy
    • United Kingdom
    • Netherlands
    • Rest of Europe
  • MEA
    • Middle East
    • Africa
  • North America
    • United States
    • Canada
    • Mexico
  • 1. Market Overview
    • 1.1. Introduction
    • 1.2. Scope/Objective of the Study
      • 1.2.1. Research Objective
  • 2. Executive Summary
    • 2.1. Introduction
  • 3. Market Dynamics
    • 3.1. Introduction
    • 3.2. Market Drivers
      • 3.2.1. Increase penetration of Internet
      • 3.2.2. Growing demand for virtual schools
    • 3.3. Market Challenges
      • 3.3.1. Increase in the number of free online courses
    • 3.4. Market Trends
      • 3.4.1. Rise in gamification of m-learning
  • 4. Market Factor Analysis
    • 4.1. Porters Five Forces
    • 4.2. Supply/Value Chain
    • 4.3. PESTEL analysis
    • 4.4. Market Entropy
    • 4.5. Patent/Trademark Analysis
  • 5. Global Higher Education M-Learning, by Type and Region (value) (2015-2020)
    • 5.1. Introduction
    • 5.2. Global Higher Education M-Learning (Value)
      • 5.2.1. Global Higher Education M-Learning by: Type (Value)
        • 5.2.1.1. Non-learning Applications
        • 5.2.1.2. Learning Applications
      • 5.2.2. Global Higher Education M-Learning Region
        • 5.2.2.1. South America
          • 5.2.2.1.1. Brazil
          • 5.2.2.1.2. Argentina
          • 5.2.2.1.3. Rest of South America
        • 5.2.2.2. Asia Pacific
          • 5.2.2.2.1. China
          • 5.2.2.2.2. Japan
          • 5.2.2.2.3. India
          • 5.2.2.2.4. South Korea
          • 5.2.2.2.5. Taiwan
          • 5.2.2.2.6. Australia
          • 5.2.2.2.7. Rest of Asia-Pacific
        • 5.2.2.3. Europe
          • 5.2.2.3.1. Germany
          • 5.2.2.3.2. France
          • 5.2.2.3.3. Italy
          • 5.2.2.3.4. United Kingdom
          • 5.2.2.3.5. Netherlands
          • 5.2.2.3.6. Rest of Europe
        • 5.2.2.4. MEA
          • 5.2.2.4.1. Middle East
          • 5.2.2.4.2. Africa
        • 5.2.2.5. North America
          • 5.2.2.5.1. United States
          • 5.2.2.5.2. Canada
          • 5.2.2.5.3. Mexico
  • 6. Higher Education M-Learning: Manufacturers/Players Analysis
    • 6.1. Competitive Landscape
      • 6.1.1. Market Share Analysis
        • 6.1.1.1. Top 3
        • 6.1.1.2. Top 5
    • 6.2. Peer Group Analysis (2020)
    • 6.3. BCG Matrix
    • 6.4. Company Profile
      • 6.4.1. Articulate (United States)
        • 6.4.1.1. Business Overview
        • 6.4.1.2. Products/Services Offerings
        • 6.4.1.3. Financial Analysis
        • 6.4.1.4. SWOT Analysis
      • 6.4.2. Adrenna (United States)
        • 6.4.2.1. Business Overview
        • 6.4.2.2. Products/Services Offerings
        • 6.4.2.3. Financial Analysis
        • 6.4.2.4. SWOT Analysis
      • 6.4.3. Docebo (United States)
        • 6.4.3.1. Business Overview
        • 6.4.3.2. Products/Services Offerings
        • 6.4.3.3. Financial Analysis
        • 6.4.3.4. SWOT Analysis
      • 6.4.4. Desire2Learn (Canada)
        • 6.4.4.1. Business Overview
        • 6.4.4.2. Products/Services Offerings
        • 6.4.4.3. Financial Analysis
        • 6.4.4.4. SWOT Analysis
      • 6.4.5. Edmodo (United States)
        • 6.4.5.1. Business Overview
        • 6.4.5.2. Products/Services Offerings
        • 6.4.5.3. Financial Analysis
        • 6.4.5.4. SWOT Analysis
      • 6.4.6. Haiku Learning (United States)
        • 6.4.6.1. Business Overview
        • 6.4.6.2. Products/Services Offerings
        • 6.4.6.3. Financial Analysis
        • 6.4.6.4. SWOT Analysis
      • 6.4.7. Blackboard (United States)
        • 6.4.7.1. Business Overview
        • 6.4.7.2. Products/Services Offerings
        • 6.4.7.3. Financial Analysis
        • 6.4.7.4. SWOT Analysis
      • 6.4.8. WizIQ (India)
        • 6.4.8.1. Business Overview
        • 6.4.8.2. Products/Services Offerings
        • 6.4.8.3. Financial Analysis
        • 6.4.8.4. SWOT Analysis
      • 6.4.9. D2L (Canada)
        • 6.4.9.1. Business Overview
        • 6.4.9.2. Products/Services Offerings
        • 6.4.9.3. Financial Analysis
        • 6.4.9.4. SWOT Analysis
      • 6.4.10. Schoology (United States)
        • 6.4.10.1. Business Overview
        • 6.4.10.2. Products/Services Offerings
        • 6.4.10.3. Financial Analysis
        • 6.4.10.4. SWOT Analysis
      • 6.4.11. LearnCast (United States)
        • 6.4.11.1. Business Overview
        • 6.4.11.2. Products/Services Offerings
        • 6.4.11.3. Financial Analysis
        • 6.4.11.4. SWOT Analysis
      • 6.4.12. City & Guilds (United Kingdom)
        • 6.4.12.1. Business Overview
        • 6.4.12.2. Products/Services Offerings
        • 6.4.12.3. Financial Analysis
        • 6.4.12.4. SWOT Analysis
  • 7. Global Higher Education M-Learning Sale, by Type and Region (value) (2021-2026)
    • 7.1. Introduction
    • 7.2. Global Higher Education M-Learning (Value)
      • 7.2.1. Global Higher Education M-Learning by: Type (Value)
        • 7.2.1.1. Non-learning Applications
        • 7.2.1.2. Learning Applications
      • 7.2.2. Global Higher Education M-Learning Region
        • 7.2.2.1. South America
          • 7.2.2.1.1. Brazil
          • 7.2.2.1.2. Argentina
          • 7.2.2.1.3. Rest of South America
        • 7.2.2.2. Asia Pacific
          • 7.2.2.2.1. China
          • 7.2.2.2.2. Japan
          • 7.2.2.2.3. India
          • 7.2.2.2.4. South Korea
          • 7.2.2.2.5. Taiwan
          • 7.2.2.2.6. Australia
          • 7.2.2.2.7. Rest of Asia-Pacific
        • 7.2.2.3. Europe
          • 7.2.2.3.1. Germany
          • 7.2.2.3.2. France
          • 7.2.2.3.3. Italy
          • 7.2.2.3.4. United Kingdom
          • 7.2.2.3.5. Netherlands
          • 7.2.2.3.6. Rest of Europe
        • 7.2.2.4. MEA
          • 7.2.2.4.1. Middle East
          • 7.2.2.4.2. Africa
        • 7.2.2.5. North America
          • 7.2.2.5.1. United States
          • 7.2.2.5.2. Canada
          • 7.2.2.5.3. Mexico
  • 8. Appendix
    • 8.1. Acronyms
  • 9. Methodology and Data Source
    • 9.1. Methodology/Research Approach
      • 9.1.1. Research Programs/Design
      • 9.1.2. Market Size Estimation
      • 9.1.3. Market Breakdown and Data Triangulation
    • 9.2. Data Source
      • 9.2.1. Secondary Sources
      • 9.2.2. Primary Sources
    • 9.3. Disclaimer
List of Tables
  • Table 1. Higher Education M-Learning: by Type(USD Million)
  • Table 2. Higher Education M-Learning Non-learning Applications , by Region USD Million (2015-2020)
  • Table 3. Higher Education M-Learning Learning Applications , by Region USD Million (2015-2020)
  • Table 4. South America Higher Education M-Learning, by Country USD Million (2015-2020)
  • Table 5. South America Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 6. Brazil Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 7. Argentina Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 8. Rest of South America Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 9. Asia Pacific Higher Education M-Learning, by Country USD Million (2015-2020)
  • Table 10. Asia Pacific Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 11. China Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 12. Japan Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 13. India Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 14. South Korea Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 15. Taiwan Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 16. Australia Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 17. Rest of Asia-Pacific Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 18. Europe Higher Education M-Learning, by Country USD Million (2015-2020)
  • Table 19. Europe Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 20. Germany Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 21. France Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 22. Italy Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 23. United Kingdom Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 24. Netherlands Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 25. Rest of Europe Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 26. MEA Higher Education M-Learning, by Country USD Million (2015-2020)
  • Table 27. MEA Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 28. Middle East Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 29. Africa Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 30. North America Higher Education M-Learning, by Country USD Million (2015-2020)
  • Table 31. North America Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 32. United States Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 33. Canada Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 34. Mexico Higher Education M-Learning, by Type USD Million (2015-2020)
  • Table 35. Company Basic Information, Sales Area and Its Competitors
  • Table 36. Company Basic Information, Sales Area and Its Competitors
  • Table 37. Company Basic Information, Sales Area and Its Competitors
  • Table 38. Company Basic Information, Sales Area and Its Competitors
  • Table 39. Company Basic Information, Sales Area and Its Competitors
  • Table 40. Company Basic Information, Sales Area and Its Competitors
  • Table 41. Company Basic Information, Sales Area and Its Competitors
  • Table 42. Company Basic Information, Sales Area and Its Competitors
  • Table 43. Company Basic Information, Sales Area and Its Competitors
  • Table 44. Company Basic Information, Sales Area and Its Competitors
  • Table 45. Company Basic Information, Sales Area and Its Competitors
  • Table 46. Company Basic Information, Sales Area and Its Competitors
  • Table 47. Higher Education M-Learning: by Type(USD Million)
  • Table 48. Higher Education M-Learning Non-learning Applications , by Region USD Million (2021-2026)
  • Table 49. Higher Education M-Learning Learning Applications , by Region USD Million (2021-2026)
  • Table 50. South America Higher Education M-Learning, by Country USD Million (2021-2026)
  • Table 51. South America Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 52. Brazil Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 53. Argentina Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 54. Rest of South America Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 55. Asia Pacific Higher Education M-Learning, by Country USD Million (2021-2026)
  • Table 56. Asia Pacific Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 57. China Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 58. Japan Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 59. India Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 60. South Korea Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 61. Taiwan Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 62. Australia Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 63. Rest of Asia-Pacific Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 64. Europe Higher Education M-Learning, by Country USD Million (2021-2026)
  • Table 65. Europe Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 66. Germany Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 67. France Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 68. Italy Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 69. United Kingdom Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 70. Netherlands Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 71. Rest of Europe Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 72. MEA Higher Education M-Learning, by Country USD Million (2021-2026)
  • Table 73. MEA Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 74. Middle East Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 75. Africa Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 76. North America Higher Education M-Learning, by Country USD Million (2021-2026)
  • Table 77. North America Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 78. United States Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 79. Canada Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 80. Mexico Higher Education M-Learning, by Type USD Million (2021-2026)
  • Table 81. Research Programs/Design for This Report
  • Table 82. Key Data Information from Secondary Sources
  • Table 83. Key Data Information from Primary Sources
List of Figures
  • Figure 1. Porters Five Forces
  • Figure 2. Supply/Value Chain
  • Figure 3. PESTEL analysis
  • Figure 4. Global Higher Education M-Learning: by Type USD Million (2015-2020)
  • Figure 5. South America Higher Education M-Learning Share (%), by Country
  • Figure 6. Asia Pacific Higher Education M-Learning Share (%), by Country
  • Figure 7. Europe Higher Education M-Learning Share (%), by Country
  • Figure 8. MEA Higher Education M-Learning Share (%), by Country
  • Figure 9. North America Higher Education M-Learning Share (%), by Country
  • Figure 10. Global Higher Education M-Learning share by Players 2020 (%)
  • Figure 11. Global Higher Education M-Learning share by Players (Top 3) 2020(%)
  • Figure 12. Global Higher Education M-Learning share by Players (Top 5) 2020(%)
  • Figure 13. BCG Matrix for key Companies
  • Figure 14. Articulate (United States) Revenue, Net Income and Gross profit
  • Figure 15. Articulate (United States) Revenue: by Geography 2020
  • Figure 16. Adrenna (United States) Revenue, Net Income and Gross profit
  • Figure 17. Adrenna (United States) Revenue: by Geography 2020
  • Figure 18. Docebo (United States) Revenue, Net Income and Gross profit
  • Figure 19. Docebo (United States) Revenue: by Geography 2020
  • Figure 20. Desire2Learn (Canada) Revenue, Net Income and Gross profit
  • Figure 21. Desire2Learn (Canada) Revenue: by Geography 2020
  • Figure 22. Edmodo (United States) Revenue, Net Income and Gross profit
  • Figure 23. Edmodo (United States) Revenue: by Geography 2020
  • Figure 24. Haiku Learning (United States) Revenue, Net Income and Gross profit
  • Figure 25. Haiku Learning (United States) Revenue: by Geography 2020
  • Figure 26. Blackboard (United States) Revenue, Net Income and Gross profit
  • Figure 27. Blackboard (United States) Revenue: by Geography 2020
  • Figure 28. WizIQ (India) Revenue, Net Income and Gross profit
  • Figure 29. WizIQ (India) Revenue: by Geography 2020
  • Figure 30. D2L (Canada) Revenue, Net Income and Gross profit
  • Figure 31. D2L (Canada) Revenue: by Geography 2020
  • Figure 32. Schoology (United States) Revenue, Net Income and Gross profit
  • Figure 33. Schoology (United States) Revenue: by Geography 2020
  • Figure 34. LearnCast (United States) Revenue, Net Income and Gross profit
  • Figure 35. LearnCast (United States) Revenue: by Geography 2020
  • Figure 36. City & Guilds (United Kingdom) Revenue, Net Income and Gross profit
  • Figure 37. City & Guilds (United Kingdom) Revenue: by Geography 2020
  • Figure 38. Global Higher Education M-Learning: by Type USD Million (2021-2026)
  • Figure 39. South America Higher Education M-Learning Share (%), by Country
  • Figure 40. Asia Pacific Higher Education M-Learning Share (%), by Country
  • Figure 41. Europe Higher Education M-Learning Share (%), by Country
  • Figure 42. MEA Higher Education M-Learning Share (%), by Country
  • Figure 43. North America Higher Education M-Learning Share (%), by Country
List of companies from research coverage that are profiled in the study
  • Articulate (United States)
  • Adrenna (United States)
  • Docebo (United States)
  • Desire2Learn (Canada)
  • Edmodo (United States)
  • Haiku Learning (United States)
  • Blackboard (United States)
  • WizIQ (India)
  • D2L (Canada)
  • Schoology (United States)
  • LearnCast (United States)
  • City & Guilds (United Kingdom)
Additional players considered in the study are as follows:
Adobe Systems (United States) , Aptara (United States) , Saba Software (United States)
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Sep 2021 236 Pages 79 Tables Base Year: 2021 Coverage: 15+ Companies; 18 Countries

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Frequently Asked Questions (FAQ):

The Higher Education M-Learning market is expected to see a CAGR of % during projected year 2020 to 2026.
Top performing companies in the Global Higher Education M-Learning market are Articulate (United States), Adrenna (United States), Docebo (United States), Desire2Learn (Canada), Edmodo (United States), Haiku Learning (United States), Blackboard (United States), WizIQ (India), D2L (Canada), Schoology (United States), LearnCast (United States) and City & Guilds (United Kingdom), to name a few.
"Rise in gamification of m-learning" is seen as one of major influencing trends for Higher Education M-Learning Market during projected period 2020-2026.

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