Bu çalışmanın amacı ülkemizde eğitimde mobil öğrenme eğilimlerini ortaya koymaktır. Mobil öğrenme, m-öğrenme, mobil learning ve m-learning anahtar kelimeleri kullanılarak 2007 ve 2017 yılları arasında ülkemizde yapılmış 76 çalışma(tez, makale ve konferanslar) incelenmiştir. Çalışma kapsamında elde edilen veriler doküman incelemesi esaslarına göre değerlendirilmiştir. Çalışma kapsamında; yapılan araştırmaların türlerinin dağılımı, yazar dağılımı, araştırma yöntem dağılımı, örneklem büyüklükleri ve örneklem tercih seviyeleri, yoğunlaşılan öğrenme alanları, kullanılan veri toplama araçları, kullanılan istatistik yöntemleri, bağımlı ve bağımsız değişkenler, öğrenmede kullanılan mobil teknolojiler ve mobil öğrenme ile gerçekleşen dersler hakkında betimsel analizler yapılmıştır. Mobil öğrenme üzerine en çok çalışma %18,4 ile 2015 yılında yapılmıştır. Araştırmaların türü  %43,4 ile en fazla makale olmuştur. Son 10 yılda mobil öğrenme alanı üzerine yapılan çalışmalardan %21,1’i uygulama ve geliştirmeye yönelik çalışmaların olduğu görülmüştür. Araştırmaların %52,6’sı 1yazarlı çalışmalardan oluşmaktadır. Örneklem büyüklüğü %18,4 ile 0-30 kişi arasında ve %39,5 ile lisans düzeyinde olmuştur. Öğrenme alanı %65,8 ile mobil öğrenme üzerine olmuştur. Araştırmalarda verilerin toplanması için en fazla anketin kullanıldığı tespit edilmiştir. Öğrenci görüşleri, akademik başarı, motivasyon, kalıcılık ve tutum en fazla tercih edilen bağımlı değişkenler olmuştur. Çalışmaların  %30,3’de mobil teknoloji olarak akıllı telefon kullanılmıştır. Çalışmaların %15,8’inde yabancı dil öğretimi üzerine durulmuştur. 

The rapid development in technology has led to an increase in new mobile devices and technologies. The services provided in the electronic environment are no longer available in mobile environments. Mobile device use and wireless internet usage are increasing day by day. In this period, called as mobile age, mobile technology affected almost all fields and also affected the education field. This has made mobile learning a new model for today. Especially nowadays, internet and mobile applications are becoming more and more common, and it is important to work on the adaptation of technological developments and mobile learning.In this study, it is aimed to examine the studies on mobile learning in education in our country and to reveal the tendency in the studies. Thus, it is expected that this study will contribute to the researcher who will study mobile learning in our country. In this study, which is expected to guide the researchers working on the field of mobile learning in their own researches, we have systematically investigated all the studies that can be reached from the studies on this subject in our country. The sub-objectives of the survey are to seek answers to the following questions within the scope of the studies examined.1)      How is the distribution of types of publications according to the years of work and in total?2)      How is the distribution of research methods?3)      How is the number of authors in the research according to years and in total?4)      How is the sample size distribution based on the research types and the total?5)      What is the preferred sample level according to the type of research and in total?6)      What are the areas of learning that are concentrated according to the types of research and in total?7)      Which data collection tool (s) are the most used?8)      What are the most commonly used dependent variables?9)      Which statistical method (s) is the most used?10)   Which mobile learning technologies are used the most?11)   What lessons do mobile learning studies have been made on?Descriptive analysis has been carried out to determine the trends of the researches on the mobile learning field. In the qualitative research model, principles of document analysis were applied in the process of obtaining and interpreting the data. A search was made from Google scholar and all databases that the Uludağ University Library have a membership and from the Higher Education Council (YÖK) thesis center, by using the mobile learning, m-learning, mobile learning and m-learning keywords, and studies puplished between 2007 and 2017.It was benefited from the studies in the field to create the themes and codes appropriate for the scope of the research. The data and findings were obtained from the investigations investigated within the scope of the study. The studies examined within the scope of the study were shared among the researchers and analyzed according to the principles of document analysis (analysis). The data obtained by a researcher was shared with the other researchers, the data were verified, the data were verified and a 93.9% compliance rate was obtained.In this study; “1)      Most studies on mobile learning (18.4%) were conducted in 2015. Surveys were conducted mostly in the type of article (43.4%). In addition, studies in the area of mobile learning in doctoral theses have been scarce.2)      In the last 10 years, it has been seen that the studies on the mobile learning field are about 21,1% of the studies for application and development. Researchers have found that the mixed (qualitative quantitative) method is the most preferred method.3)      It was determined that 52.6% of the researches had 1 author study. 1 author studies were conducted in 2008 at most.4)      Among the studies on mobile learning in education, the most preferred sample is between 0-30 people with 18.4% preference. It is also seen that there are non-sampling studies and the proportion of these studies (22.4%) is not very low.5)      When we look at the sample levels of the researches, 39.5% of the samples were preferred at the license level.6)      It is seen that 65.8% of mobile learning is the most concentrated learning area, and secondly it is the study of language education.7)      Survey was preferred with a maximum rate of 18.4% for data collection in the research.8)      As a dependent variable, students 'views / student-teacher views / student-academicians' opinions were preferred by 19.7%. Mobile learning(46.1%) was found to be in the most commonly used independent variable.9)      The most qualitative data analysis methods were used in the study with 32,9%.10)   Mobile learning is the most preferred smartphone with 30.3%. It is also seen that there are a lot of studies in which mobile learning technologies are not used.11)   Surveys were conducted on learning foreign languages at the rate of 15.8%.” findings were obtained.As a result of this research, the multiplicity of efforts to implement and develop the method is remarkable (21,1%). This supports the idea that mobile learning is a new field in education.It is seen that licenses are preferred as sample level from studies done. The reason for this is that most of the researchers are academicians. In addition, the fact that they worked with small samples (0-30) in their studies is thought to be due to the fact that the academicians prefer easily accessible samples and it is difficult to control them in large groups.When we look at the distribution of statistical methods used in the study, it is seen that the method of qualitative analysis is the majority. For this reason, it is thought that mobile education is a new field in education. In the vast majority of studies, smartphone is the foreground as the technology used in mobile learning. This is thought to be due to the fact that the students have smartphones. With this study, it is thought that researchers will provide guidance about research method, sample size, sampling level, learning area, data collection tool, statistical method that can be used and mobile learning technology used.