Creating Awareness around Rhizomatic Principles in mLearning: A Means to Improving Practice
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| Title: | Creating Awareness around Rhizomatic Principles in mLearning: A Means to Improving Practice |
|---|---|
| Language: | English |
| Authors: | Mbati, Lydia |
| Source: | International Journal of Mobile and Blended Learning. 2017 9(2):74-87. |
| Availability: | IGI Global. 701 East Chocolate Avenue, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; Fax: 717-533-7115; e-mail: journals@igi-global.com; Web site: http://www.igi-global.com/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Electronic Learning, Educational Technology, Technological Literacy, Outcomes of Education, Technology Uses in Education, Heuristics, Qualitative Research, Behavior Theories, Handheld Devices |
| DOI: | 10.4018/IJMBL.2017040105 |
| ISSN: | 1941-8647 |
| Abstract: | Educational technological innovation to enhance the learning experience of students requires a sound understanding of intended learning outcomes and an understanding of the pedagogical affordances of technology. Literature reveals that an understanding of the application of mLearning in facilitating the achievement of specific learning objectives is limited. This may lead to negative quality perceptions and subsequently have a negative impact on the adoption of potentially rich technological resources. The challenge for educators is to create learning environments based on sound didactical principles. The purpose of this study is to highlight rhizomatic principles in mLearning practice using an integrated research synthesis. This may contribute to creating an awareness of, and a belief in rhizomatic principles in mLearning practice and this in turn may improve their practice. This is based on the premise of the theory of planned behaviour. |
| Abstractor: | As Provided |
| Entry Date: | 2017 |
| Accession Number: | EJ1138635 |
| Database: | ERIC |
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