Mobile Learning Experiences

2019 ◽  
pp. 207-248
Author(s):  
Mark Pegrum
Keyword(s):  
Mobile Learning ◽  
Learning Experiences

scholarly journals Self-directed use of mobile devices for language learning beyond the classroom

ReCALL ◽  
2017 ◽  
Vol 30 (3) ◽  
pp. 299-318 ◽  
Author(s):  
Chun Lai ◽  
Dongping Zheng
Keyword(s):  
Language Learning ◽  
Mobile Devices ◽  
Language Learners ◽  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Educational Interventions ◽  
Three Dimensions ◽  
Foreign Language Learners ◽  
Learning Tasks

AbstractThe essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

scholarly journals The Social & Mobile Learning Experiences of Students Using Mobile E-books

2013 ◽  
Vol 17 (1) ◽  
Author(s):  
Jeff S Kissinger
Keyword(s):  
Mobile Learning ◽  
Self Efficacy ◽  
Cognitive Theory ◽  
Learning Experiences ◽  
The United States ◽  
Learning Opportunities ◽  
Value Theory ◽  
Learning Theories ◽  
College Level ◽  
State College

This research was designed to explore the learning experiences of state college students using mobile e-book readers. The purpose of the study was to build a rich description of how students used electronic textbooks delivered on mobile computing devices for college-level, introductory sociology courses at a Southeastern public state college in the United States. This research employed a multiple case study design that thoroughly investigated and documented student experiences with this instructional technology. The bounding frame was comprised of the literature on mobile technology, mobile learning theories, and e-books. Situated within the mobile learning framework was a theoretical lens of learning theories commonly found in the literature on mobile learning (constructivism, social cognitive theory, self-efficacy theory, expectancy x value theory, self-determination theory, and situated cognition). This lens was used to provide insight into the student’s learning experiences. Students were found to be competent with the e-books, confident, metacognitive, and desirous of more social learning opportunities within their e-books. Six major conclusions were reached. These were: (1) students expressed competence in their use of the mobile e-books, (2) students expressed feelings of high self-efficacy when using the mobile e-books, (3) students overall valued the use of the e-book for their learning, (4) students were individualized and metacognitive in their learning with the mobile e-books, (5) students enhanced their learning socially and within situated learning opportunities, and (6) the students and the instructor had divergent views on the value and utility of social, interactive textbooks.

scholarly journals The regulation of learning and co-creation of new knowledge in mobile learning

2019 ◽  
pp. 449-484 ◽  
Keyword(s):  
Learning Outcomes ◽  
Mobile Learning ◽  
Empirical Studies ◽  
Learning Experiences ◽  
Positive Influence ◽  
Learning Activities ◽  
Research Approach ◽  
Learning Tools ◽  
Computer Supported Collaborative Learning ◽  
New Knowledge

Mobile devices as learning tools enrich mobile computer supported collaborative learning (mCSCL). Engaging in metacognitive interaction promotes students’ regulatory learning and this can provide a positive influence to learning outcomes. However, despite insightful empirical studies, there is no research into the actual processes of new knowledge creation in this context. This leads to the question of how mobile learning experiences can support the co-creation of new knowledge. Two classroom action research studies were carried out using a qualitative research approach. The analysis of the mobile messages using conversation analysis indicates that self-regulated learning in mCSCL is non-linear, defying existing theory. The findings also show that learners find ways to self-regulate learning activities in socially stimulated learning environments. Through knowledge sharing, students seek new insights into the learning instead of mere transfer of existing content. The Strategic Co-creation of New Knowledge in mCSCL Model has been developed providing innovative ways to approach mobile learning. The findings also comprise improved descriptive models in cross-boundary learning. This research is significant as emerging elements encourage instructors to rethink and design better mobile learning activities to optimize learning. Three recommendations are made and if implemented, will enable learning facilitators to achieve enhanced learning outcomes, engage learners better and improve learning experiences.

The Practical Accomplishment of Location-Based Game-Play

2014 ◽  
Vol 6 (3) ◽  
pp. 32-50 ◽  
Author(s):  
Frode Guribye ◽  
Jo Dugstad Wake ◽  
Barbara Wasson
Keyword(s):  
Detailed Analysis ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Experiences ◽  
Historical Narrative ◽  
Game Play ◽  
Learning History ◽  
Game Activity ◽  
Gaming Activity ◽  
Educational Potential

Location-based games are believed to be one promising way to exploit the educational potential of mobile technology. In such games, the physical and cultural surroundings become an integrate part of a game space and provide a way to tie content to a game activity and create immersive learning experiences. To explore the properties of such games, and how they are played out in practice we have designed, deployed and analysed a location-based game for learning history embedded in a pedagogical scenario based on collaborative mobile learning. In the video-based, detailed analysis of actual game-play, we study the practical accomplishment of a collaborative gaming activity with mobile technology. In focus are how the participants make use of the resources available in the game space and how these resources, including the historical narrative, feature in the participants' practical accomplishment of the game. In the analysis we identify a number of implications for design of location-based games.

Structure and Delivery for Mobile Learning Experiences

2020 ◽  
Vol 10 (1) ◽  
pp. 15-33 ◽  
Author(s):  
Hugh Kellam
Keyword(s):  
Mobile Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Design Stage ◽  
Learning Context ◽  
Effective Feedback ◽  
Hands On ◽  
Hands On Learning ◽  
Informal Structure ◽  
And Control

The purpose of this article was to identify, implement, and evaluate the effectiveness of best practices from the mobile learning literature for the structure and delivery of mobile learning. Mobile learning activities were deployed in a videoconference equipment training course which was accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. With regards to mobile learning delivery, user flexibility and control were identified as critical when utilizing a mobile learning experience to apply knowledge in a specific learning context. Avatar hosts were also identified as effective feedback and guidance mechanisms. The informal structure of mobile learning proved to be ideal for contextual, hands-on learning of specific workplace skills, supported by the baseline and summative knowledge provided by the online learning course. This study found that the structure and delivery of mobile learning must be considered during the instructional design stage in order to provide practical learning experiences and reliable learning outcomes.

Mobile Assisted Language Learning Experiences

2017 ◽  
Vol 9 (1) ◽  
pp. 49-66 ◽  
Author(s):  
Daesang Kim ◽  
Daniel Ruecker ◽  
Dong-Joong Kim
Keyword(s):  
Language Learning ◽  
Instructional Strategies ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Experiences ◽  
Mixed Methods Design ◽  
Effective Learning ◽  
Design And Implementation ◽  
Mobile Assisted Language Learning ◽  
Practical Recommendations

The purpose of this study was to investigate the benefits of learning with mobile technology for TESOL students and to explore their perceptions of learning with this type of technology. The study provided valuable insights on how students perceive and adapt to learning with mobile technology for effective learning experiences for both students and teachers. The authors conducted a convergent mixed methods design to achieve the research objectives. Three critical and practical recommendations for effective mobile learning experiences were scrutinized for design and implementation of Mobile Assisted Language Learning (MALL): effective instructional strategies, training or professional workshop development, and ongoing technical support and assistance.

Developing Interactive Mobile Learning Experiences for Healthcare Professionals

2020 ◽  
Vol 12 (2) ◽  
pp. 40-52
Author(s):  
Hugh Kellam
Keyword(s):  
Best Practices ◽  
Mobile Learning ◽  
Situated Learning ◽  
Resource Sharing ◽  
Healthcare Professionals ◽  
Learning Experiences ◽  
Discussion Forums ◽  
Mixed Methods Case Study ◽  
Collaboration And Communication ◽  
Context Specific

The purpose of this article was to examine best practices for designing inquiry-based contextual instructional content and determining the pedagogical uses and impacts of communities of practice for supporting mobile learning activities. In this convergent parallel mixed methods case study, mobile learning experiences were accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. Impact was measured by the learning outcomes and experiences of study participants. Findings highlighted the effectiveness of context-specific, situated learning content for application of learned skills, integration of new knowledge, and identification of best practices. Synchronous discussion forums were examined for collaboration and communication during mobile learning, and asynchronous forums were ideal for post-learning collaboration, problem-solving and resource sharing.

Bodystorming Mobile Learning Experiences

TechTrends ◽  
2013 ◽  
Vol 58 (1) ◽  
pp. 71-76 ◽  
Author(s):  
Brian K Smith
Keyword(s):  
Mobile Learning ◽  
Learning Experiences
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