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The purpose for this study was to add to the body of research and to further examine how mobile learning can help remedy the limitations e-learning poses for students who live in Ghana with lack of access to electrical power and internet connectivity issues. Qualitative approach was employed with a total sample size of 807 students, composed of 58 percent male and 42 percent female. When the question was asked about students’ willingness to purchase a new mobile device if they thought it would improve their performance at school; 87 percent indicated “yes.” About 95 percent of the students indicated that having course materials such as lecture notes, practice quizzes, videos, and PowerPoints available on their mobile devices would be beneficial for their study process. The participants stated that they would be comfortable to allow their lecturers to contact them through their mobile devices. They also indicated that, apart from using their mobile phones to make and receive calls, texting using WhatsApp Messenger was the activity they often engaged in with their mobile phones. In this study, I made several assertions that, for WhatsApp Messenger to work properly in any classroom in Ghana, there must be intentional designs and step-by-step approach to teach both the faculty and the students how to use the application to achieve the utmost outcomes. I, therefore, concluded that using WhatsApp Messenger in a blended mobile learning context may help resolve many of the contextual difficulties that plague students in a e-learning situation in Ghana.

ONTOLOGY OF UBIQUITOUS LEARNING: WHATSAPP MESSENGER COMPETES SUCCESSFULLY WITH LEARNING MANAGEMENT SYSTEMS (LMS) IN GHANA