Pervasive, lifestyle‐integrated mobile learning for distance learners: an analysis and unexpected results from a podcasting study

Lee, Mark J. W.; Chan, Anthony

doi:10.1080/02680510701619810

Cited by 119 publications

(83 citation statements)

References 8 publications

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“…Currently, the development of portable, handheld mobile devices with Internet connectivity has offered greater access and possibilities for interaction and collaboration among teachers and students. Media rich capabilities such as, decreasing weight, wider screen size and high resolution, high storage and processing speed, extended battery backup are fueling a transition to a 'Mobile Age' (Lee & Chan, 2007).…”

Section: Advantages Of Mobile Learningmentioning

confidence: 99%

Mobile Learning Practice in Higher Education in Nepal

Parajuli

2016

Open Praxis

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During the 15 years of this current century, mobile technology has become a leading technology in the support of educational outcomes. This study investigated the mobile learning practices among undergraduates in higher education in the semi-urban and rural areas of the Gorkha district of Nepal. The objectives were to explore the availability of mobile technology for learning; its costs; learning trends, institutional policies, and attitudes towards mobile learning. These factors were explored to identify implications for pedagogical practice. The study adopted a mixed methods design, in which the quantitative data were collected by using a questionnaire with a sample of 161 undergraduates from six campuses. The qualitative data were collected from 19 purposively selected respondents by the way of semi-structured interviews. The result indicated that virtually all undergraduates possessed their mobile phones and used them informally for learning both inside and outside of their classes. The majority of the students had positive attitudes towards mobile learning. However, many were not satisfied with the effectiveness of their practices or with the level of institutional support for using mobile devices to support their learning. Although comprehensive mobile learning is not widespread in Nepal, enriching conventional learning by the incremental use of mobile devices is possible in Nepalese institutes of higher education. I conclude that teachers and institutions should provide guidance to students about the effective uses of mobile technology because successful use of technology in learning largely depends on appropriate pedagogy and teacher support.

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Section: Advantages Of Mobile Learningmentioning

confidence: 99%

Mobile Learning Practice in Higher Education in Nepal

Parajuli

2016

Open Praxis

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“…Learners can access learning materials on the move, assuming they own personal mobile devices such as mobile phones and personal media players. A further advantage of podcasting is the provision of bite-sized learning opportunities (Lee & Chan, 2007), enabling learners to take advantage of idle time for constructive learning purposes. In addition to this mobility, having the ability to replay podcasts has also been found to improve learning (Salmon & Nie, 2008).…”

Section: Podcasting In Educational Settingsmentioning

confidence: 99%

Asian-Focused ELT Research and Practice Voices from the Far Edge

Kimura¹,

Middlecamp²

2017

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“…Early reports described the technology and pondered its potential uses (Blaisdell, 2006;Clark & Walsh, 2005;Laing et al, 2006, Manning, 2005Meng, 2005, Sloan, 2005, followed by a number of research projects into actual use of podcasting (Belanger, 2005;Edirisingha et al, 2007;Lee & Chan, 2007;McCarty, 2005). Many of the research reports on the impact of podcasting have found that students rated the podcasts highly as supplementary materials, to catch up on missed lectures, and as revision tools (e.g., Bennett, 2008;Copley, 2007;Daniel & Woody, 2010;Evans, 2008;Fernandez et al, 2009;Lee & Chan, 2007;Malan, 2007;Walls et al, 2010). A review of learning outcomes based on podcasting for teaching and learning initiatives found that there was "no significant difference in students' actual performance" (Hew, 2009).…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

Delivering unprecedented access to learning through podcasting as OER, but who's listening? A profile of the external iTunes U user

Rosell-Aguilar

2013

Computers & Education

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Abstract:Little is known about the learners who download iTunes U resources but do not belong to the Higher Education institutions that provide them. This paper presents the first full profile of the external iTunes U learner and their practices and opinions of the materials they download. The data was gathered through a large survey (over 2000 responses) carried out over two years using the iTunes U site from The Open University. It shows that external iTunes U learners are very different from the internal users and practices described in the literature so far: there are more men than women, mostly middle-aged, and they use the resources mostly for personal reasons. Despite the fact that respondents used the iTunes U site from a distance university, the paper argues that the respondents are comparable to external learners who use resources from other iTunes U sites. This profile of the iTunes U user provides a clearer picture of the target listener and can help inform and improve the materials design and delivery strategies for iTunes U as an independent learning tool and Open Educational Resources (OER) in general. The article also proposes areas for further research and argues for more studies into external learners' use of podcasting resources.

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Pervasive, lifestyle‐integrated mobile learning for distance learners: an analysis and unexpected results from a podcasting study

Cited by 119 publications

References 8 publications

Mobile Learning Practice in Higher Education in Nepal

Mobile Learning Practice in Higher Education in Nepal

Asian-Focused ELT Research and Practice Voices from the Far Edge

Delivering unprecedented access to learning through podcasting as OER, but who's listening? A profile of the external iTunes U user

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