Analysing Mobile Learning Designs: A Framework for Transforming Learning Post-COVID
Saved in:
| Title: | Analysing Mobile Learning Designs: A Framework for Transforming Learning Post-COVID |
|---|---|
| Language: | English |
| Authors: | Cochrane, Thomas (ORCID |
| Source: | Australasian Journal of Educational Technology. 2022 38(4):1-21. |
| Availability: | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Electronic Learning, Handheld Devices, Instructional Design, Foreign Countries, Allied Health Occupations Education, Computer Simulation, Architectural Education, Higher Education, International Relations, Simulation, Blended Learning, Teleconferencing, Computer Science Education, Cooperative Learning, Environmental Education, COVID-19, Pandemics |
| Geographic Terms: | Australia, New Zealand, Japan, United Kingdom, Hong Kong |
| DOI: | 10.14742/ajet.7997 |
| ISSN: | 1449-3098 1449-5554 |
| Abstract: | Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1365622 |
| Database: | ERIC |
| Abstract: | Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. |
|---|---|
| ISSN: | 1449-3098 1449-5554 |
| DOI: | 10.14742/ajet.7997 |
