How is the link between learner and technology made in mobile learning? What is the value of the concept of 'affordances'? And how does research articulating this concept act to position mobile devices as 'technologies for learning'? This literature review used both unstructured and structured search samples of published research on mobile learning to critically evaluate the prevalence and influence of the concept of the affordances of mobile technologies. Actor-network theory is drawn on as a theoretical lens through which to critically consider how this concept is articulated, and in particular to explore the way it positions and controls mobile devices as technologies for learning. Parallels in contemporary accounts of mobile learning are drawn with classifications of previous discourses around the introduction of computers into schools. An alternative agenda for mobile learning research is suggested with a focus on authentic and informal contexts rather than controlled experiments.
Computer-assisted learning is an acceptable and effective method of training students to pass an NG tube with potential welfare, proficiency, and knowledge advantages.
How is the link between learner and technology made in mobile learning? What is the value of the concept of 'affordances'? And how does research articulating this concept act to position mobile devices as 'technologies for learning'? This literature review used both unstructured and structured search samples of published research on mobile learning to critically evaluate the prevalence and influence of the concept of the affordances of mobile technologies. Actor-network theory is drawn on as a theoretical lens through which to critically consider how this concept is articulated, and in particular to explore the way it positions and controls mobile devices as technologies for learning. Parallels in contemporary accounts of mobile learning are drawn with classifications of previous discourses around the introduction of computers into schools. An alternative agenda for mobile learning research is suggested with a focus on authentic and informal contexts rather than controlled experiments.
Abstract. Simulation Based Medical Education (SBME) as an innovative approach in Medical and Professionals Allied to Medicine (PAM) education has received international attention in the past few years to support improvement of patient safety and providing better health care services within hospitals. Blended SBME (B-SBME) is a new instructional model recently introduced into the field, which blends on-line briefing sessions followed by a simulation session, and concluded with immediate face-to-face debriefing sessions. In this paper we discuss the complexity of learning in B-SBME and how individualistic learning theories do not support understanding of all these processes. A shift in theoretical lens to socio-cultural theories may develop our understanding of how we depict and theorise the learning that goes on in B-SBME and whether B-SBME can act as a "boundary crossing tool" and support expanding of learning into clinical setting.
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