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Understanding students' learning practices: challenges for design and integration of mobile technology into distance education
Örebro University, Örebro University School of Business. Research School, Technology Mediated Knowledge Processes, Dalarna University, Falun, Sweden. (Technology mediated knowledge processes)
Örebro University, Örebro University School of Business.ORCID iD: 0000-0002-3713-346X
2017 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 42, no 3, 357-377 p.Article in journal (Refereed) Published
Abstract [en]

This study explores the design requirements for mobile applications for second language learning in online/distance higher education settings. We investigate how students use technology and how they perceive that these technologies-in-practice facilitate their language learning. Structuration Theory is used for the analysis. Results show that design needs to consider that (i) students use their private mobile technologies frequently when conducting self-initiated learning tasks, (ii) students’ mobile technologies-in-practice are important, and course designers should design materials and tools for such use practices, and (iii) students prefer to work on their own due to the limited time they want to devote to their learning. Consequently, in regard to the pervasive nature of mobile technology integration in society and into students’ habitual use, they need various software tools on such devices to support individual learning.

Place, publisher, year, edition, pages
Routledge, 2017. Vol. 42, no 3, 357-377 p.
Keyword [en]
mobile-assisted language learning, mobile applications, technology-in-practice, structurational analysis, design
National Category
Information Systems, Social aspects
Research subject
Informatics; Education
Identifiers
URN: urn:nbn:se:oru:diva-46028DOI: 10.1080/17439884.2016.1088869Scopus ID: 2-s2.0-84945231456OAI: oai:DiVA.org:oru-46028DiVA: diva2:859377
Available from: 2015-10-06 Created: 2015-10-06 Last updated: 2017-09-27Bibliographically approved
In thesis
1. Design and use of mobile technology in distance language education: matching learning practices with technologies-in-practice
Open this publication in new window or tab >>Design and use of mobile technology in distance language education: matching learning practices with technologies-in-practice
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis focuses on the adaptation of formal education to people’s technology- use patterns, their technology-in-practice, where the ubiquitous use of mobile technologies is central. The research question is: How can language learning practices occuring in informal learning environments be effectively integrated with formal education through the use of mobile technology? The study investigates the technical, pedagogical, social and cultural challenges involved in a design science approach.

The thesis consists of four studies. The first study systematises MALL (mobile-assisted language learning) research. The second investigates Swedish and Chinese students’ attitudes towards the use of mobile technology in education. The third examines students’ use of technology in an online language course, with a specific focus on their learning practices in informal learning contexts and their understanding of how this use guides their learning. Based on the findings, a specifically designed MALL application was built and used in two courses. Study four analyses the app use in terms of students’ perceived level of self-regulation and structuration.

The studies show that technology itself plays a very important role in reshaping peoples’ attitudes and that new learning methods are coconstructed in a sociotechnical system. Technology’s influence on student practices is equally strong across borders. Students’ established technologies-in-practice guide the ways they approach learning. Hence, designing effective online distance education involves three interrelated elements: technology, information, and social arrangements. This thesis contributes to mobile learning research by offering empirically and theoretically grounded insights that shift the focus from technology design to design of information systems.

Place, publisher, year, edition, pages
Örebro: Örebro university, 2015. 154 p.
Series
Örebro Studies in Informatics, 10
Keyword
online distance education, mobile learning, mobile-assisted language learning, information systems artefact, design science research, learning practices, structuration, self-regulation, technology-in-practice
National Category
Information Systems, Social aspects
Research subject
Informatics
Identifiers
urn:nbn:se:oru:diva-45776 (URN)978-91-7529-102-4 (ISBN)
Public defence
2015-12-01, Hörsalen, Billbergska huset, Örebro universitet, Fakultetsgatan 1, Örebro, 13:15 (English)
Opponent
Supervisors
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2017-10-17Bibliographically approved

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Citation style
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