Advancing the m-learning research agenda for active, experiential learning: Four case studies

Abstract

<span>This article reports on an m-learning research agenda instituted at our university in order to explore how mobile technology can enhance active, experiential learning. Details of the implementation and results of four areas of m-learning are presented: mobile supported fieldwork, fostering interactivity in large lectures with mobile technology, using mobile devices to learn about mobile technology and, finally, podcasting. These directions are informed by a concern for achieving m-learning practices consistent with sound educational theory and the needs of the contemporary, technologically aware student body. All four implementations have been successfully embedded in mainstream subjects on a continuing basis. Therefore they represent a departure from the project based approach of much m-learning reported in the literature. This outcome was achieved through a focus on the economic sustainability and feasibility of each case. An evaluation focusing on how well each case assisted students' learning found that, with the exception of lecture podcasting, all supported high quality experiential learning.</span>

Podcasting of health sciences lectures: Benefits for students from a non-English speaking background

“…Kennedy, Judd, Churchward, Gray & Krause (2008), Oliver and Goerke (2007), and Dyson, Litchfield, Lawrence, Raban & Leijdekkers (2009) found that approximately 30% of students in Australian universities did not own an MP3 player or experienced difficulties when trying to download material (Oliver & Goerke 2007;Kennedy et al 2008;), and thus podcasts could be accessed only via a computer. There is also the risk that outdated and revised instructional material will be uploaded in a new format, rather than created for the new format to engage and motivate the students (Sharma & Kitchens, 2004;Corbeil & Valdes-Corbeil, 2007;Duncan-Howell & Lee, 2007).…”

Beyond lecture capture: Student-generated podcasts in teacher education

“…To go to the next step, which is encouraging and enabling students to generate the podcasts (Chan et al, 2006;Dyson, Litchfield, Lawrence, Raban, & Leijdekkers, 2009), requires valuing student voice (Schmit, 2007). As Atkinson (2006) notes, "the emerging developmental and research direction seems to me to be learning through creating podcasts and similar, in contrast to learning from podcasts" (p. 2, emphasis in original).…”

“…Some authors raise the possibility that podcasting can amount to little more than content "spoon feeding", especially when used for transmission purposes (French, 2006;Herrington & Herrington, 2007;Lum, 2006), leading to the accusation that podcasting may be contrary to experiential learning (Dyson et al, 2009;French, 2006). Most of these criticisms, however, relate to podcasts generated by staff for a student audience, since student-generated podcasts are rarely considered.…”

Study Mode Does Not Matter: MLearning Can Support Internal and Distance Learners

“…In Dyson et al (2009), four case studies for embedding mLearning into conventional educational practices, namely: 1) mobile supported fieldwork, 2) interactive mLearning in large lectures, 3) using mobile technology to learn about mobile technology and 4) Podcasts of lecture summaries have been reported. These and other similar projects face several challenges.…”