nach oben

TechTrends

Erschienen in:

01.08.2019 | Original Paper

Pedagogical Practices of Mobile Learning in K-12 and Higher Education Settings

verfasst von: Hua Bai

Erschienen in: TechTrends | Ausgabe 5/2019

Einloggen, um Zugang zu erhalten

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

The advancement of mobile technology has influenced teaching and learning at various educational levels. The mobility, ubiquity, and connectivity of mobile devices help to foster meaningful learning experience across contexts and in different subject areas. Positive results from mobile learning have been reported in the current literature. To help to further the discussion and provide references for practitioners at various educational levels, this paper categorizes main pedagogical practices of mobile learning in K-12 and higher education settings into nine types: situated learning, communication and collaborative learning, game-based learning, inquiry-based learning, informal learning, personalized learning, behaviorist learning activities, learning content access and review, student engagement and motivation. Mobile learning in distance education is also discussed.

Vorheriger Artikel Trade-Offs in Using Mobile Tools to Promote Scientific Action with Socioscientific Issues

Nächster Artikel Digital Transformation Challenges: a Case Study Regarding the MOOC Development and Operations at Higher Education Institutions in China

Abachi, H. R., & Muhammad, G. (2014). The impact of m-learning technology on students and educators. Computers in Human Behavior, 30, 491–496.CrossRef

Ahmed, S., & Parsons, D. (2013). Abductive science inquiry using mobile devices in the classroom. Computers & Education, 63, 62–72.CrossRef

All, A., Castellar, E. P. N., & Looy, J. V. (2016). Assessing the effectiveness of digital game-based learning: best practices. Computers & Education, 92-93, 90–103.CrossRef

Buckner, E., & Kim, P. (2014). Integrating technology and pedagogy for inquiry-based learning: the Stanford mobile inquiry-based learning environment (SMILE). Prospects, 44, 99–118.

Cabot, A. G., Marcos, L. d., & Lopez, E. G. (2015). An empirical study on m-learning adaptation: learning performance and learning contexts. Computers & Education, 82, 450–459.CrossRef

Carr, J. M. (2012). Does math achievement h’APP’en when iPads and game-based learning are incorporated into fifth-grade mathematics instruction? Journal of Information Technology Education: Research, 11, 269–286.CrossRef

Chan, T.-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., et al. (2006). One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1, 3–29.CrossRef

Chang, C.-S., Chen, T.-S., & Hsu, W.-H. (2011). The study on integrating WebQuest with mobile learning for environmental education. Computers & Education, 57, 1228–1239.CrossRef

Chuang, Y.-H., & Tsao, C.-W. (2013). Enhancing nursing students’ medication knowledge: the effect of learning materials delivered by short message service. Computers & Education, 61, 168–175.CrossRef

Ciampa, K. (2014). Learning in a mobile age: an investigation of student motivation. Journal of Computer Assisted Learning, 30, 82–96.CrossRef

Coe, J. E. L., & Oakhill, J. V. (2011). ‘texN is ez f u no h2 rd’: the relation between reading ability and text-messaging behavior. Journal of Computer Assisted Learning, 27, 4–17.CrossRef

Collins, A. (1989). Cognitive apprenticeship and instructional technology. Retrieved from https://eric.ed.gov/?id=ED331465

Crompton, H. (2013). A historical overview of m-learning. In Z. Berge & L. Muilenburg (Eds.), Handbook of mobile learning (pp. 3–14). New York: Routledge.

Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: a systematic review. Computers & Education, 110, 51–63.CrossRef

Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology, 26, 85–104.CrossRef

Dahlstrom, E., & Bichsel, J. (2014). ECAR study of undergraduate students and information technology, 2014. Retrieved from https://net.educause.edu/ir/library/pdf/ss14/ers1406.pdf

Daughtery, C., & Berge, Z. L. (2017). Mobile learning pedagogy. International Journal for the Scholarship of Technology Enhanced Learning, 1(2), 111–118.

Dobbins, C., & Denton, P. (2017). MyWallMate: an investigation into the use of mobile technology in enhancing student engagement. TechTrends, 61, 541–549.CrossRef

Eshach, H. (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education. Journal of Science Education and Technology, 16, 171–190.CrossRef

Folotiya, J. J., Kabali, T. C., Munachaka, J. C., Sampa, F., Yalukanda, C., et al. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62, 417–436.

Fu, Q.-K., & Hwang, G.-J. (2018). Trends in mobile technology-supported collaborative learning: a systematic review of journal publications from 2007-2016. Computers & Education, 119, 129–143.CrossRef

Grant, M. M. (2019). Difficulties in defining mobile learning: analysis, design characteristics, and implications. Educational Technology Research and Development, 67, 361–388.CrossRef

Grant, M. M., & Barbour, M. K. (2013). Mobile teaching and learning in the classroom and online: Case studies in k-12. In Z. L. Berge & L. Y. Muilenburg (Eds.), Handbook of mobile learning (pp. 285–292). New York: Routledge.

Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Clarke, J., & Edwards, T. (2016). Challenging games help student learn: an empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179.CrossRef

Harley, J. M., Poitras, E. G., Jarrell, A., Duffy, M. C., & Lajoie, S. P. (2016). Comparing virtual and location-based augmented reality mobile learning: emotions and learning outcomes. Educational Technology Research and Development, 64, 359–388.CrossRef

Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational Technology Research and Development, 48(3), 23–48.CrossRef

Hsu, Y.-C., & Ching, Y.-H. (2012). Mobile microblogging: Using Twitter and mobile devices in an online course to promote learning in authentic contexts. The International Review of Research in Open and Distance Learning, 13(4), 211–227.CrossRef

Hsu, Y.-C., & Ching, Y.-H. (2013). Mobile computer-supported collaborative learning: a review of experimental research. British Journal of Educational Technology, 44, 111–114.CrossRef

Hsu, C.-K., Hwang, G.-J., & Chang, C.-K. (2013). A personalized recommendation-based mobile learning approach to improving the reading performance of EFL students. Computers & Education, 63, 327–336.CrossRef

Hwang, G.-J., & Chang, H.-F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56, 1023–1031.CrossRef

Hwang, W.-Y., & Chen, H. S. L. (2013). Users’ familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26, 101–125.CrossRef

Hwang, G.-J., Shi, Y. R., & Chu, H. C. (2011a). A concept map approach to developing collaborative mind tools for context-aware ubiquitous learning. British Journal of Educational Technology, 42, 778–789.CrossRef

Hwang, G.-J., Wu, P.-H., & Ke, H.-R. (2011b). An interactive concept map approach to supporting mobile learning activities for natural science courses. Computers & Education, 57, 2272–2280.CrossRef

Hwang, G.-J., Lai, C.-L., Liang, J.-C., Chu, H.-C., & Tsai, C.-C. (2018). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development, 66, 75–93.CrossRef

Jeno, L. M., Grytnes, J.-A., & Vandvik, V. (2017). The effect of a mobile-application tool on biology students’ motivation and achievement in species identification: a self-determination theory perspective. Computers & Education, 107, 1–12.CrossRef

Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J. C., Sampa, F., Yalukanda, C., Westerholm, J., et al. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62, 417–436.CrossRef

Johnson, L., Adams, S., & Haywood, K. (2011). The NMC horizon report: 2011 K-12 edition. Austin: The New Media Consortium.

Joo, Y. J., Kim, N., & Kim, N. H. (2016). Factors predicting online university students’ use of a mobile learning management system (m-LMS). Educational Technology Research and Development, 64, 611–630.CrossRef

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20, 1–17.CrossRef

Keskin, N. O., & Metcalf, D. (2011). The current perspectives, theories and practices of mobile learning. The Turkish Online Journal of Educational Technology, 10(2), 202–208.

Ketelhut, D. J., & Schifter, C. C. (2011). Teachers and game-based learning: improving understanding of how to increase efficacy of adoption. Computers & Education, 56, 539–546.CrossRef

Kiger, D., Herro, D., & Prunty, D. (2012). Examining the influence of a mobile learning intervention of third grade math achievement. Journal of Research on Technology in Education, 45, 61–82.CrossRef

Land, S. M., & Zimmerman, H. T. (2015). Socio-technical dimensions of an outdoor mobile learning environment: a three-phase design-based research investigation. Educational Technology Research and Development, 63, 229–255.CrossRef

Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: effects of guidance. Review of Educational Research, 86, 681–718.CrossRef

Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., & Ryu, H. (2016). Cooperation begins: encouraging critical thinking skills through cooperative reciprocity using a mobile learning game. Computers & Education, 97, 97–115.CrossRef

Li, X., & Song, S. (2018). Mobile technology affordance and its social implications: a case of “rain classroom”. British Journal of Educational Technology, 49, 276–291.CrossRef

Liao, C. C. Y., Chen, Z.-H., Cheng, H. N. N., Chen, F.-C., & Chan, T.-W. (2011). My-mini-pet: a handheld pet-nurturing game to engage students in arithmetic practices. Journal of Computer Assisted Learning, 27, 76–89.CrossRef

Lin, C.-P., Wong, L.-H., & Shao, Y.-J. (2012). Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping. Journal of Computer Assisted Learning, 28, 99–113.CrossRef

Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59, 249–265.CrossRef

Liu, M., Navarrete, C. C., & Wivagg, J. (2014a). Potentials of mobile technology for k-12 education: an investigation of iPad touch use for English language learners in the United States. Educational Technology & Society, 17(2), 115–126.

Liu, T.-C., Lin, Y.-C., & Paas, F. (2014b). Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment. Computers & Education, 72, 328–338.CrossRef

Liu, M., Scordino, R., Geurtz, R., Navarrete, C., Ko, Y., & Lim, M. (2014c). A look at research on mobile learning in K-12 education from 2007 to the present. Journal of Research on Technology in Education, 46, 325–372.CrossRef

Liu, C.-Y., Wu, C.-J., Wong, W.-K., Lien, Y.-W., & Chao, T.-K. (2017). Scientific modeling with mobile devices in high school physics labs. Computers & Education, 105, 44–56.CrossRef

Livingstone, D. (2006). Informal learning: conceptual distinctions and preliminary findings. Counterpoints, 249, 203–227.

Looi, C.-K., Sun, D., Wu, L., Seow, P., Chia, G., Wong, L.-H., et al. (2014). Implementing mobile learning curricula in a grade level: Empirical study of learning effectiveness at scale. Computers & Education, 77, 101–115.CrossRef

López, Á. F., Fórtiz, M. J. R., Almendros, M. L. R., & Segura, M. J. M. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77–90.CrossRef

Lowenthal, P. R., Wilson, B., & Parrish, P. (2009). Context matters: A description and typology of the online learning landscape. Paper presented at the 2009 AECT International Convention, Louisville, KY.

Naismith, L., Lonsdale, P., Vavoula, G., & Sharples, M. (2004). Literature review in mobile technologies and learning. Retrieved from https://www.nfer.ac.uk/literature-review-in-mobile-technologies-and-learning/

Nie, M., Armellini, A., Witthaus, G., & Barklamb, K. (2011). How do e-book readers enhance learning opportunities for distance work-based learners? Research in Learning Technology, 19, 19–38. https://doi.org/10.1080/09687769.2010.548506.CrossRef

Oberg, A., & Daniels, P. (2013). Analysis of the effect a student-centered mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 26, 177–196.CrossRef

Ozcelik, E., & Acarturk, C. (2011). Reducing the spatial distance between printed and online information sources by means of mobile technology enhances learning: using 2D barcodes. Computers & Education, 57, 2077–2085.CrossRef

Park, Y. (2011). A pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types. The International Review of Research in Open and Distributed Learning, 12(2), 78–102.CrossRef

Parsazadeh, N., Ali, R., & Rezaei, M. (2018). A framework for cooperative and interactive mobile learning to improve online information evaluation skills. Computers & Education, 120, 75–89.CrossRef

Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education. Retrieved from https://www.inacol.org/resource/mean-what-you-say-defining-and-integrating-personalized-blended-and-competency-education/

Pedaste, M., Maeots, M., Siiman, L. A., Jong, T. d., van Riesen, S. A. N., Kamp, E. T., et al. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47–61.CrossRef

Project Tomorrow (2016). From print to pixel: The role of videos, games, animations and simulations within k-12 education. Retrieved from https://tomorrow.org/speakup/SU15AnnualReport.html

Quinn, A. C., Mardomingo, R., & Valentine, C. (2009). Mobile blogs in language learning: making the most of informal and situated learning opportunities. ReCALL, 21, 96–112.CrossRef

Rambe, P. (2012). Social media-enhanced phones for productive learning of South African postgraduate students. International Journal of Mobile and Blended Learning, 42(2), 49–66.CrossRef

Reeves, J. L., Gunter, G. A., & Lacey, C. (2017). Mobile learning in pre-kindergarten: using student feedback to inform practice. Educational Technology & Society, 20(1), 37–44.

Reynolds, R., Walker, K., & Speight, C. (2010). Web-based museum trails on PDAs for university-level design students: design and evaluation. Computers & Education, 55, 994–1003.CrossRef

Sánchez, J., & Olivares, R. (2011). Problem solving and collaboration using mobile serious games. Computers & Education, 57, 1943–1952.CrossRef

Sandberg, J., Maris, M., & Geus, K. d. (2011). Mobil English learning: an evidence-based study with fifth graders. Computers & Education, 57, 1334–1347.CrossRef

Sandbert, J., Maris, M., & Hoogendoorn, P. (2014). The added value of a gaming context and intelligent adaptation for a mobile learning application for vocabulary learning. Computers & Education, 76, 119–130.CrossRef

Saran, M., & Seferoglu, G. (2012). Mobile language learning: contribution of multimedia messages via mobile phones in consolidating vocabulary. The Asia-Pacific Education Researcher, 21(1), 181–190.

Shadiev, R., Hwang, W.-Y., Huang, Y.-M., & Liu, T.-Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Educational Technology & Society, 18(4), 53–69.

Shih, J.-L., Chu, H.-C., Hwang, G.-J., & Kinshuk. (2011). An investigation of attitudes of students and teacher about participating in a context-aware ubiquitous learning activity. British Journal of Educational Technology, 42, 373–394.CrossRef

Solvberg, A. M., & Rismark, M. (2012). Learning spaces in mobile learning environments. Active Learning in Higher Education, 13, 23–33.CrossRef

Song, Y. (2014). “Bring your own device (BYOD)” for seamless science inquiry in a primary school. Computers & Education, 74, 50–60.CrossRef

Song, Y., Wong, L.-H., & Looi, C.-K. (2012). Fostering personalized learning in science inquiry supported by mobile technologies. Educational Technology Research and Development, 60, 679–701.CrossRef

Stowell, J. R. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82, 329–334.CrossRef

Sung, H.-Y., Hwang, G.-J., Liu, S.-Y., & Chiu, I.-H. (2014). A prompt-based annotation approach to conducting mobile learning activities for architecture design courses. Computers & Education, 76, 80–90.CrossRef

Thomas, K., & O’Bannon, B. (2013). Cell phones in the classroom. Journal of Digital Learning in Teacher Education, 30, 11–20.CrossRef

Thomas, K., & Orthober, C. (2011). Using text-message in the secondary classroom. American Secondary Education, 39(2), 55–76.

Torraco, R. J. (2016). Writing integrative literature reviews: using the past and present to explore the future. Human Resource Development Review, 15, 404–428.CrossRef

Traxler, J., & Vosloo, S. (2014). Introduction: the prospects for mobile learning. Prospects, 13–28.

Uluyol, C., & Agca, R. K. (2012). Integrating mobile multimedia into textbooks: 2D barcodes. Computers & Education, 59, 1192–1198.CrossRef

Wash, P. D. (2014). Taking advantage of mobile devices: using Socrative in the classroom. Journal of Teaching and Learning with Technology, 3(1), 99–101.CrossRef

White, T., & Martin, L. (2014). Mathematics and mobile learning. TechTrends, 58(1), 64–70.CrossRef

Wood, C., Jackson, E., Hart, L., Plester, B., & Wilde, L. (2011). The effect of text messaging on 9- and 10-year-old children’s reading, spelling and phonological processing skills. Journal of Computer Assisted Learning, 27, 28–36.CrossRef

Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using math apps for improving student learning: an exploratory study in an inclusive fourth grade classroom. TechTrends, 59(2), 32–39.CrossRef

Titel: Pedagogical Practices of Mobile Learning in K-12 and Higher Education Settings
verfasst von: Hua Bai
Publikationsdatum: 01.08.2019
Verlag: Springer US
Erschienen in: TechTrends / Ausgabe 5/2019
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-019-00419-w

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Weitere Artikel der Ausgabe 5/2019

Correction to: Is the Maker Movement Inclusive of ANYONE?: Three Accessibility Considerations to Invite Blind Makers to the Making World

Is the Maker Movement Inclusive of ANYONE?: Three Accessibility Considerations to Invite Blind Makers to the Making World

What Do We Mean by Blended Learning?

Trade-Offs in Using Mobile Tools to Promote Scientific Action with Socioscientific Issues

Patterns in Faculty Learning Management System Use

Like or Tweet: Analysis of the Use of Facebook and Twitter in the Language Classroom