‘I wouldn’t be able to graduate if it wasn’t for my mobile phone.’ The affordances of mobile devices in the construction of complex academic texts

Barden, Owen; Bygroves, Mark

doi:10.1080/14703297.2017.1322996

Cited by 9 publications

(9 citation statements)

References 22 publications

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“…The movement between devices is facilitated by cloud services that facilitate automatic synchronisation. Students are able to act on an idea with immediacy, make adjustments to assignments or record or share ideas wherever they are located (Barden and Bygroves 2017). Useful tools for accessing and storing resources are the institutional LMS, Google Drive and Dropbox.…”

Section: Discussionmentioning

confidence: 99%

“…Seamless learning means that 'a student can learn whenever they are curious in a variety of scenarios and that they can switch from one scenario to another easily and quickly using the personal device as a mediator' (Chan et al 2006, p. 6). Students can move between physical and virtual locations such as homes, buses, libraries and LMSs (Barden and Bygroves 2017). A blurring of the seams occurs when students learn in formal and informal settings, at various times of the day, with different resources and technologies (Sharples et al 2012).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

“…A blurring of the seams occurs when students learn in formal and informal settings, at various times of the day, with different resources and technologies (Sharples et al 2012). For example, students can make use of cloud computing to access previously created learning artefacts wherever they are situated and not worry about losing any work (Barden and Bygroves 2017). Although there are many benefits for learners able to learn in a seamless manner, there may be challenges related to network access or device affordances (Sharples et al 2012).…”

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

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Supporting seamless learners: exploring patterns of multiple device use in an open and distance learning context

Krull¹,

Duart

2019

Research in Learning Technology

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Educators need to be aware of not just what their students are learning, but how and why as well. This study investigates how Open and Distance Learning (ODL) students make use of multiple devices for learning, particularly how students use their devices together. This study is situated in the context of 'seamless learning', where ODL students learn at different times, in different locations and with the use of different technologies. Understanding the needs and learning practices of students can help to improve the design of learning experiences and support offered to students. Data were collected through semi-structured interviews at two ODL universities, one in Spain and one in South Africa. The results show that while students mainly use one digital device at a time, they sometimes make use of two or more devices together. This usage can be characterised as sequential (moving from one device to another) or simultaneous (using two or more devices together at a time). This article describes the study patterns associated with sequential and simultaneous use of multiple devices, facilitated by the use of different devices and synchronisation tools. A continuum of seamless learners is proposed that can be used to help identify levels of support required by ODL students.

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Section: Discussionmentioning

confidence: 99%

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

Section: (Page Number Not For Citation Purpose)mentioning

confidence: 99%

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Supporting seamless learners: exploring patterns of multiple device use in an open and distance learning context

Krull¹,

Duart

2019

Research in Learning Technology

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“…For their part, Barden and Bygroves [40] explored the use of mobile phones to create academic texts with university students in the United Kingdom. They concluded that if students were receptive to their use, it was perfectly feasible to write sophisticated texts with the different applications offered by mobile phones.…”

Section: Educational Applications and Classroom Interactionsmentioning

confidence: 99%

The Use of Mobile Phones in Classrooms: A Systematic Review

Calderón-Garrido¹,

Pardo

Guerrero³

2022

Int. J. Emerg. Technol. Learn.

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The inclusion and use of mobile phones in education is subject to two opposing arguments, one which defends and the other which opposes their use. This work has undertaken a systematic revision of scientific production to guide researchers in their enquiries into this subject. To achieve this, a total of 60 articles indexed to the Journal Citation Reports database between the years 2011 and 2020 have been analysed. These have been categorised in six specific areas: attitude and relationship with the mobile phone, communication, educational applications and classroom interventions, tension between agents, relationship between use and performance and problems deriving from their use. The conclusions of the analysis made show that, in general, scientific production would seem to back the introduction of mobile phones in classrooms as beneficial for educational purposes provided that certain preliminary work is carried out and a certain development is achieved of the digital and media skills of both students and teaching staff.

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“…Learners are able to shift from one learning context to the other by merely a touch on their mobile device. Hence, seamless learning is perfect for today's learners as it helps in expanding learners' learning space from one learning context to another (Barden & Bygroves, 2017;Song, 2018).…”

Section: Shifting To and From Various Learning Contexts With Seamlessmentioning

confidence: 99%

Seamless Language Learning in an ESL Context

Abdullah¹,

Hashim²

2021

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Amidst the vigorous development of technology in the Malaysian education scene, the emergence of seamless learning is steadily fitting into the Fourth Industrial Revolution (4IR) teaching and learning settings, particularly in English as a Second Language (ESL) context. At the moment, seamless learning is paving its way for a more effective ESL practice. Seamless learning has the potential to revolutionize teaching and learning by enriching the opportunity of continuous learning. Seamless learning offers the ability for learners to learn whenever they are triggered to especially with the aid of technological tools such as mobile devices. The implementation of technology has continuously shown its advantages to both students and educators. Thus, there is a strong assumption for the concept of seamless learning to be able to produce similar outcomes. This conceptual paper will discuss a few issues revolving the theme of seamless learning for ESL learning which include seamless learning theories followed by the effectiveness of implementing technology for an ESL seamless learning experience. The paper continues and ends with the discussion of seamless learning for ESL learning beyond the classroom. The discussion undertakes a review of past literature in the context of ESL from recent years. This paper will help in providing a clear understanding of seamless learning as well as highlighting the potentials of creating ESL learning beyond the classroom.

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‘I wouldn’t be able to graduate if it wasn’t for my mobile phone.’ The affordances of mobile devices in the construction of complex academic texts

Cited by 9 publications

References 22 publications

Supporting seamless learners: exploring patterns of multiple device use in an open and distance learning context

Supporting seamless learners: exploring patterns of multiple device use in an open and distance learning context

The Use of Mobile Phones in Classrooms: A Systematic Review

Seamless Language Learning in an ESL Context

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