Informal learning with PDAs and smartphones

Clough, Gill; Jones, Ann; McAndrew, Patrick; Scanlon, Eileen

doi:10.1111/j.1365-2729.2007.00268.x

Cited by 168 publications

(125 citation statements)

References 18 publications

Supporting

Mentioning

122

Contrasting

Unclassified

Order By: Relevance

“…Finally, the results of this study are consistent with findings in other studies (Beurer-Zuellig & Meckel, 2008;Clough et al, 2008;Thirunarayanan et al, 2011;Uys et al, 2012;Wang et al, 2012), as they highlight the advantages provided by technologies: a) for collaborative work, given their potential for use almost anywhere and at any time;…”

Section: Discussionsupporting

confidence: 82%

Students in higher education: Social and academic uses of digital technology

Gallardo-Echenique

Molías

Bullen³

2015

RUSC. Univ. and Know. Soc.

View full text Add to dashboard Cite

This article presents the results of an in-depth interview of twenty Education students at a public face-to-face university in Catalonia on how they use digital technologies in their social and academic lives. The results show that while students have a certain level of competence in digital technology, the way they use the technologies varies according to their purpose. The results also show that social networks and WhatsApp are the most important applications for students, because they enable them to contact others, communicate with each other over long distances, and contact people with shared interests. Keywords

show abstract

Section: Discussionsupporting

confidence: 82%

Students in higher education: Social and academic uses of digital technology

Gallardo-Echenique

Molías

Bullen³

2015

RUSC. Univ. and Know. Soc.

View full text Add to dashboard Cite

show abstract

“…The participants in this study viewed the value of their smartphones as devices to help them in their studies, careers and, to make friends and contacts (building of social capital) are confirming their acceptance of the dominant, subliminal message sent out by these smart devices, and a congruence with Clough et al (2008): smartphones improve productivity, efficiency, choices and unparalleled access. However, Merchant (2012) argues that if modes of accessing, sharing and building knowledge question the status of knowledge, and expose the increasing disparity between how learners and educational leaders conceptualise learning and knowledge prodiction, then educational institutions need to pay close and critical attention to everyday mobile practices to determine if these practices can be re-imagined as legitimate educational practices in their distinctive institutional settings.…”

Section: Overall Conclusionmentioning

confidence: 99%

An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach

Chan

Walker

Gleaves

2015

Computers & Education

View full text Add to dashboard Cite

-Gleaves, A. (2015) 'An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach. ', Computers and education., Further information on publisher's website:http://dx.doi.org/10. 1016/j.compedu.2014.11.001 Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Computers and Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reected in this document. Changes may have been made to this work since it was submitted for publication. A denitive version was subsequently published in Computers and Education, 82, March 2015, 10.1016/j.compedu.2014 Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. This study describes young people's experiences of using smartphones, by exploring what it means to acquire, possess, and create a purpose for these personal mobile devices within the complex and fluid contexts of formal and informal learning. Applying the principles and practices of hermeneutic phenomenology, this study's methods comprised the use of interviews and written reflective exercises. 12 youths ranging from 16-19 years old participated in 3 rounds of semi-structured interviews over a period of 6 months. The findings reveal that participants' smartphone appropriation is associated with self-identity and management of their image as it is perceived by salient others, including peers and teachers. Furthermore, the participants' smartphone use is dependent upon their perception of learning-value and subject to influences concerning the status of knowledge, from their peers, parents and the community at large. The findings would suggest that the significance that young people attach to this form of mobile device use and the transferability of such behaviours and uses across spaces, time and dimensions in learning contexts is critically a function of particular smartphone adoption at a cultural rather than pedagogic level. Further research including rich qualitative studies is suggested to better theorize the phenomenon of smartphone use in learning contexts through engaging with cultural and social perspectives.

show abstract

“…Researchers and educators have a significant role in revealing the use of mobile technologies as a learning tool (Ng & Nicholas, 2012), which is one of the fastest developing areas of technology (Clough, Jones, McAndrew, & Scanlon, 2008). Mobile devices offer learners convenient access to information regardless of time and place.…”

Section: Introductionmentioning

confidence: 99%

Reliability and Validity Study of the Mobile Learning Adoption Scale Developed Based on the Diffusion of Innovations Theory

Şahi̇n¹,

Aydın²

2014

IJEMST

View full text Add to dashboard Cite

In this study, a mobile learning adoption scale (MLAS) was developed on the basis of Rogers ' (2003) Diffusion of Innovations Theory. The scale that was developed consists of four sections. These sections are as follows: Stages in the innovation-decision process, Types of m-learning decision, Innovativeness level and attributes of m-learning. There is one question at the level of classification regarding the investigated characteristics of the participants in the first three sections of the scale. The last section of the scale is composed of 18 items and 5 sub-dimensions in the 7-item Likert type. MLAS was developed in three stages. In the first stage, a detailed review of literature was performed and an item pool was formed. In the second stage, explanatory factor analysis was performed to determine the factor structure of the scale while confirmatory factor analysis was performed to test whether the factors formed confirmed the theory or not. In the final stage of the study, the reliability of the scale was determined through item, test-retest reliability and internal consistency (Cronbach Alpha) analyses. In conclusion, the scale developed within the scope of this study was shown to yield valid and reliable scores.

show abstract

Informal learning with PDAs and smartphones

Cited by 168 publications

References 18 publications

Students in higher education: Social and academic uses of digital technology

Students in higher education: Social and academic uses of digital technology

An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach

Reliability and Validity Study of the Mobile Learning Adoption Scale Developed Based on the Diffusion of Innovations Theory

Contact Info

Product

Resources

About