Tools for entertainment or learning? Exploring students' and tutors' domestication of mobile devices (original) (raw)
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Activity Theory provides the theoretical framework underpinning this qualitative exploration into the effects of mobile devices on student learning within the context of a New Zealand-based, university preparation course. Situated within a constructivist paradigm, this thesis presents student and teacher perspectives in relation to four research questions. The first research question focuses on how students, within a blended mode, university preparation course based in New Zealand, use their mobile devices in relation to learning. The second research question aims to identify factors that influence the use of mobile devices, while the third research question investigates if any value is added to learning and teaching practices when using mobile devices. The final research question explores any challenges associated with the use of mobile devices within this academic context. Key findings identified that students in this study use mobile devices to support their learning by exploiting tools accessible on their devices to complete course-related tasks. They also use mobile devices to access lexical support, maintain social connections and manage workflows. Factors that positively influenced mobile device usage in the pre-degree context included pedagogical approaches, teacher influence, task completion and social influences. However, not all influences were positive. Students' perception that their attention spans were shortening and a lack of technical proficiency were factors that negatively impacted on learning. Other key findings indicated that value was seen to be added when mobile devices were used appropriately within this pre-degree context. Value was notably added with regard to the facilitation of collaborative, supportive and personalised learning through the convenience of instant access and increased connectivity. However, with the prevalence of mobile devices within the classroom, there were aspects that were iii challenging and presented as contradictions within the Activity Theory framework. These challenges consisted of distractions and difficulty in maintaining focus on tasks. The use of mobile devices by classmates was also found to have a negative effect on those around them. This thesis concludes by outlining areas where noteworthy contributions to theoretical, methodological and practical knowledge have been made. It contributes to the growing body of literature by exploring the use of mobile devices within the pre-degree context and identifying potential areas of future study. By embarking on these areas of investigation to understand the effects of mobile devices on student learning, educators and other stakeholders will have a clearer idea of ways in which the capabilities inherent in mobile devices can be harnessed to best support student learning. iv Certification of thesis This thesis is entirely the work of Emily Kate Saavedra except where otherwise acknowledged. The work is original and has not previously been submitted for any other award, except where acknowledged.
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In D. Parsons, R. Power, A. Palalas, H. Hambrock & K. MacCallum (Eds.), Proceedings of 17th World Conference on Mobile and Contextual Learning (pp. 8-13)., 2018
Mobile technology is becoming prevalent in today's Canadian society. Yet despite the widespread use of Internet-accessible mobile devices, very little research has been undertaken to examine the value that mobile technology may have [1], especially within the milieu of Canadian higher education. With ever-expanding technological capabilities and rapidly increasing student use of sophisticated mobile devices, such as smartphones and tablets [2, 3], it is imperative that educators consider the impact that these devices may have-particularly when it comes to the affordances such devices provide for mobile learning in the digital classroom. This paper reports on the demographic and descriptive findings from a three-year study on online graduate-level students' perceptions and experiences with mobile devices that provides some insight into the relationship between graduate level learners, their online learning contexts, and their use of mobile devices for learning. The results indicate that: (1) the use of mobile devices for learning is common among these students, and (2) these devices and how they are being used are rapidly evolving to provide nearly seamless continuity of formal learning for the increasingly mobile learner.