What have we learnt about mobile LifeLong Learning (mLLL)?

Seta, Luciano; Kukulska‐Hulme, Agnes; Arrigo, Marco

doi:10.1080/02601370.2013.831954

Cited by 10 publications

(8 citation statements)

References 56 publications

(46 reference statements)

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“…The reviewed studies suggest that learning performance and various skills might be improved by diverse instructional strategies, for example collaboration, group discussion, field trips, reflection, or inquiry-based learning ( Figure 3 ). Discussion, collaboration, and feedback were the most commonly reported learning activities in mobile learning ( Chang et al., 2016 ; Chuang, 2015 ; Lan et al., 2012 ; Masters et al., 2016 ; Pimmer et al., 2014 ; Seta et al., 2014 ; So, 2016 ). These learning activities can be integrated in courses using a variety of mobile applications.…”

Section: Resultsmentioning

confidence: 99%

“…In addition to advantages of the devices, various creative learning strategies that instructors apply in their courses can enhance learners’ self-directed learning by providing resources and productive strategies ( Gu et al., 2014 ). Collaborative learning is the most popular learning strategy that instructors choose for mobile learning in their courses ( Christensen and Knezek, 2018 ; Lackovic et al., 2017 ; Ooi et al., 2018 ; Seta et al., 2014 ) through online tools utilizing mobile devices, such as mobile applications, video conferences ( Molinillo et al., 2018 ), and web applications ( Parsazadeh et al., 2018 ).…”

Section: Discussionmentioning

confidence: 99%

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Features, barriers, and influencing factors of mobile learning in higher education: A systematic review

Sophonhiranrak

2021

Heliyon

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Mobile devices are not only a tool for communication, but also a powerful instrument for the economy, mass communication, and learning. Because the use of mobile devices and the Internet is growing rapidly, these tools are increasingly being utilized in learning and instruction. It is therefore important to investigate how mobile devices can be applied in learning. This article focuses on analyzing the features of mobile learning as well as the barriers and influencing factors of using mobile devices in learning. It pays particular attention to clarifying the factors, techniques, and strategies that enhance learners' experiences in using mobile devices. It reports a systematic review that examined studies published in 2006–2018 containing the keywords “mobile learning” “m-learning”, “undergraduate students” and/or “higher education.” The results of the review indicated mobile devices can be used as learning tools for tasks such as submitting homework, reflecting on immediate learning experiences, and sharing ideas. Instructors should consider three main components in mobile learning: learners' and instructors’ readiness, learning management and supporting systems.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Features, barriers, and influencing factors of mobile learning in higher education: A systematic review

Sophonhiranrak

2021

Heliyon

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“…The extensive diffusion of mobile and wireless technologies is definitely not uniform and independent of economic and cultural factors. In fact, this diffusion offers a chance to create education policies aimed at increasing use of mobile devices in education (Seta, Kukulska-Hulme, & Arrigo, 2014).…”

Section: Barriers To Adoption Of M-learningmentioning

confidence: 99%

Management’s Perspective on Critical Success Factors Affecting Mobile Learning in Higher Education Institutions—An Empirical Study

Alrasheedi

Capretz

Raza

2015

Journal of Educational Computing Research

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Mobile learning (m-Learning) is considered to be one of the fastest growing learning platforms. The immense interest in m-Learning is attributed to the incredible rate of growth of mobile technology and its proliferation into every aspect of modern life.Despite this, m-Learning has not experienced a similar adoption rate in the education sector, chiefly higher education. Researchers have attempted to explain this anomaly byconducting several studies in the area. However, mostly the research in m-Learning is examined from the perspective of the students and educators. In this research, it is contended that there is a third important stakeholder group whose opinion is equally important in determining the success of m-Learning: the university management.Although diversified by nature, heads of departments, deans, and IT system administrators are nevertheless considered members of any university management. The results of the research show that university commitment to m-Learning, university learning practices, and change management practices were the factors critical to the success of m-Learning, from the university management perspective.

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“…owned rather than organizationally given, towards a particular learning orientation that we wish to focus this paper. We look to narrow our focus on lifelong learning supported by mobile technology, an adjusted version of mobile lifelong learning (mLLL) as defined by Seta et al (2014) as a combination of both mobile learning, "essentially an ensemble of didactic practices based on the use of mobile technologies", and lifelong learning, "a general vision of knowledge in the education society." The definition adopted in this paper acknowledges these didactic practices and suggests an appropriation of Kress and Pachler's (2007) notion of mobile learning as a "transformation of habitus", where the mobile in mobile learning is the transformation of space, including cognitive space, into learning space.…”

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confidence: 99%

Aesthetic Literacy: Observable Phenomena And Pedagogical Applications For Mobile Lifelong Learning (MLLL)

Gallagher

Ihanainen

2015

European Journal of Open, Distance and E-Learning

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This paper proposed a method for developing capacity for lifelong learning in open spaces, defined here as places without predefined learning structures or objectives, through the cultivation of aesthetic literacy. This discussion will be situated within fieldwork performed by the authors in Helsinki, Finland, and Tallinn, Estonia, in 2013. Based on the researchers’ experience in the field of teacher education and workshops they have conducted on mobile learning, the empirical context for this discussion focuses on data generated from the research methods of participatory observation (ethnography), autoethnography, reflective concept analysis and artistic subjectivity. These methods and the data generated as a result collect to produce insight into how aesthetic literacy sits within the cross-section of open space, mobile learning, and lifelong learning, Aesthetic literacy, appropriated and broadened from its original focus as capacity for “reading” or making meaning from artistic material (discussed in Gale, 2005 as the “living of lyrical moments”), is positioned in this paper as a means of making meaning in open spaces through alignment and attunement. This paper presents pragmatic methods for pedagogically cultivating learning in open spaces through a focus on aesthetic literacy. The pedagogical advantages of such an approach and its applicability to lifelong learning, particularly lifelong learning activated through mobile technology (or mobile lifelong learning-mLLL), follows along with recommendations for further research. The applicability of such research is for teachers, learners, or researchers who are looking for methods for making use of open spaces for learning, or to cultivate learners who actively seek learning in the “rhythms of the everyday” (Lankshear & Knobel, 2011). The aim of the article is to produce fresh insights into the academic discussion about the nature of open space, mobile learning and lifelong learning as seem from the point of view of aesthetic literacy, insights we believe have distinct pedagogical advantages for mLLL. Focal Area: Informal arenas of learning – learning opportunities in daily life and the workplace; Learning process design, teaching methodologies

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What have we learnt about mobile LifeLong Learning (mLLL)?

Cited by 10 publications

References 56 publications

Features, barriers, and influencing factors of mobile learning in higher education: A systematic review

Features, barriers, and influencing factors of mobile learning in higher education: A systematic review

Management’s Perspective on Critical Success Factors Affecting Mobile Learning in Higher Education Institutions—An Empirical Study

Aesthetic Literacy: Observable Phenomena And Pedagogical Applications For Mobile Lifelong Learning (MLLL)

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