A Theory of Learning for the Mobile Age

Sharples, Mike; Taylor, Josie; Vavoula, Giasemi

doi:10.1007/978-3-531-92133-4_6

Cited by 374 publications

(220 citation statements)

References 9 publications

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“…As participants interact with their mobile apps and friends or teachers to practice the target languages, they reveal agency, structures and cultural practices in this socio-cultural ecology of learning (Pachler et al, 2010, Sharples et al, 2007. Learning languages using mobile apps in this study are at second or third language acquisition levels and mobile technologies enable interaction to be collected, archived, re-examined and edited, thus enabling reflection and interaction (Warschauer, 1997;Lin, 2014).…”

Section: Discussion: the Nature Of Language Learning Using Smartphonesmentioning

confidence: 98%

“…The use of such technologies in education has however, been more gradual as educators contend with how understanding and application of these tools and devices in their classrooms could be more effectively used to support different types of learning (Crook, 2012;Jones et al, 2014;Sung et al, 2015). While mobile learning (m-learning) has been depicted as having the affordances of immediacy, permanency, interactivity, and accessibility (Ogata and Yano 2005), more recent definitions have moved from a predominantly technocentric focus to an increasing emphasis on the mobility of the learner and learner agency (Kukulska-Hulme and Shield, 2008;Sharples et al, 2007). m-learning is defined by Sharples et al (2007, p. 225) as 'the processes of coming to know through conversations across multiple contexts.…”

Section: Literature Review: Mobile Assisted Language Learningmentioning

confidence: 99%

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Investigating the use of mobile applications in everyday language learning

Chan

Ang

2017

IJMLO

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Abstract:The development of mobile phone applications has created a multiplicity of additional affordances and new ways of learning. In particular, mobile language learning applications such as online dictionaries and Google Translate combined with the technical affordances of smartphones and tablets are creating a new relationship between mobile learners and smart devices. In this exploratory study, a mixed method research design was used to understand how youth in Malaysia use their smart devices for learning languages and to uncover the extent of these learning experiences in their daily lives. 337 participants took part in a survey of their language learning experiences using mobile learning applications. Additionally, phenomenological interviews were conducted with 12 participants over a period of four months to uncover the lived experiences of their language learning. This paper presents the preliminary findings of the study which suggest learning is serendipitous, fragmentary and purposive; dependent on function and purpose. The findings may yield new understanding that may prove useful in its implications for formal and informal learning.

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Section: Discussion: the Nature Of Language Learning Using Smartphonesmentioning

confidence: 98%

Section: Literature Review: Mobile Assisted Language Learningmentioning

confidence: 99%

Investigating the use of mobile applications in everyday language learning

Chan

Ang

2017

IJMLO

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“…In addition, there is a constant yearning for a conceptual framework for mobile learning applications that will provide systematic support for mobile lifelong learning (Murthy, 2008;Sharples, Taylor, & Vavoula, 2010). Such a framework encompasses four perspectives: (1) generic mobile environment issues, (2) learning contexts, (3) learning experiences, and (4) learning objectives (Murthy, 2008).…”

Section: Perspectives On Theorymentioning

confidence: 99%

Opportunities and Challenges of Mobile Learning That University Students Encounter in the UAE

Murshidi¹

2017

IRHE

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This study presents preliminary results based on a survey administrated to a sample of 400 students enrolled in undergraduate courses offered at a Higher Education Institution in the United Arab Emirates (UAE). The paper examines opportunities and challenges university students face when instructors introduce -structured‖ mobile learning in higher education. In part, this article presents qualitative findings of the larger study involving a subset of the sample, to gain in-depth data. Closed-ended and open-ended questions probed students' experiences and perceptions about the use of mobile devices in academic work. Findings reported in this paper focus on students' perceptions on opportunities and challenges. The analysis revealed that a majority of students used iPads, cell phones, and laptop computers to study anytime and anywhere. Respondents reported that these technological devices enabled students to meet deadlines faster than students without mobile devices. In addition, students indicated that they faced difficulties accessing Internet networks in most places. This phenomenon has afflicted students' productivity and efficiency levels, since most academic work required Web searches and Internet connectivity. Nevertheless, students benefited a great deal in using such mobile technological devices and admitted that the benefits outweighed the challenges they encountered.

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“…In order to understand to into ITC-ILO staff develo framework [9] for analysing dialectical relationship betw elements:…”

Section: Fig 2 To Measure Mobile Be Work-related Tasks and Enco Devmentioning

confidence: 99%