Analysing mobile learning designs: A framework for transforming learning post-COVID

Abstract

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.

The Impact of Mobile Assisted Language Learning (Mall) in Developing the Speaking Skill: An Empirical Study in the United Arab Emirates

“…For example, the quantitative data from the study indicated a significant difference in the mean speaking scores in favour of the experimental group. This result agrees with the related studies of Cochrane et al (2022), who concluded that "Mobile language learning led to increased reading and speaking proficiency." (p. 3).…”

“…Here, MALL offers a promising solution. According to Cochrane et al (2022), MALL facilitates real-world interaction and immersive learning experiences, potentially improving language skills and performance. The rationale for using MALL in this context is its ability to provide a more engaging, flexible, and contextually relevant learning environment compared to traditional methods, which can be particularly effective in addressing the specific challenges faced by the students at HCT.…”

Technology addiction, abduction and adoption in higher education: Bird's eye view of the ICT4AD policy in Ghana 20 years on

“…During the pandemic, mobile learning became a panacea to the disruption in education in both developed and developing countries (Gismalla et al, 2021; Matzavela & Alepis, 2021). Cochrane et al (2022) believe that mobile learning can transform learning post‐COVID‐19 and offered several designs for its implementation. Additionally, blended learning can be adopted in institutions with limited physical capacity where students on and off campus can all engage in the learning process simultaneously.…”

Fostering Collaborative Learning Among Online Higher Education Students

“…Directly, when students engage in meaningful interactions with tutors in a digital learning environment, they often gain a deeper understanding of course content, receive personalized guidance, and experience increased motivation (Simpson et al, 2020). These positive outcomes can subsequently enhance their inclination to participate in collaborative learning activities (Cochrane et al, 2022). Indirectly, digital learning attitudes, which encompass factors like self-efficacy, comfort with online tools, and a sense of belonging to the virtual community, mediate this relationship (Febriyanti et al, 2022).…”