Mobile Performance Support Systems: Characteristics, Benefits, and Conditions

Huang, Yecai; Klein, James D.

doi:10.1007/s11528-022-00804-y

Cited by 1 publication

(2 citation statements)

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“…However, times and places (settings) are not always interchangeable. Mobile learning may be tied to specific settings where workers access reference material or performance support (Casebourne, 2012;Huang & Klein, 2022) exactly when and where they need it, just before or while putting it to use in the course of their work (often in jobs that could not be undertaken from home during the pandemic). Sharples (2015) distinguished seamless learning across contexts (implying that the learner's attention to a specific setting is important to the learning activity) and despite context involving abstract learning that could occur in multiple settings.…”

Section: Implications For Practice And/or Policymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Left to their own devices: An exploration of context in seamless work‐related mobile learning

Casebourne

2024

Brit J Educational Tech

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This study investigated the seamless mobile learning practices of UK government workers at various life stages, to understand how context impacted decisions about how, when and where learning was undertaken. Following Hedegaard, the context was understood as involving settings embedded within institutions. Drawing on analysis of data from public domain blogs and reports and anonymised trace data showing e‐learning visits via a mobile device, a picture of institutional practice and values was developed. Against this backdrop, a survey of 50 individuals followed by semi‐structured interviews provided information about seamless mobile learning projects. Mobile learning was often fragmented and ad hoc, rather than part of a longer, seamless learning project. A distinction between just‐in‐time learning and just‐in‐case learning was apparent, with the latter often postponed. For mobile workers, mobile learning focused on current work setting, whereas workers who could work in many interchangeable settings might move to somewhere they could concentrate. Mobile learning was sometimes motivated by a sense of a lack of time and a need to stay ‘on top of things’ as much as by interest in a topic. Sustained seamless mobile learning projects occurred if there was institutional support for learning that was also of individual interest and if learners had the ability to orchestrate their learning. Learners reported these seamless mobile learning projects to be enjoyable and compelling. This paper contributes to the evidence of seamless mobile learning practice over the life course and illustrates the value of considering an individual's relation to various institutions in conceptualisations of seamless mobile learning. It also offers pointers for the future design of seamless mobile learning tools including a need to offer learners the opportunity to sometimes separate ongoing learning which is related to distinct institutions.Practitioner notesWhat is already known about this topic Mobile devices accompany their owners across settings that were previously considered separate, such as work, college and households. This has the potential to impact work/home and other boundaries. From a pedagogical perspective, mobile devices may support seamless learning, in which experiences across distinct settings result in a holistic and unified understanding. What this paper adds It introduces the concept of the institution to conceptions of seamless learning. It illustrates the ways in which different institutions (workplaces or educational institutions) can shape individual experiences and decisions about when and where to learn. It provides evidence that some working adults engage in seamless learning projects and describe this as compelling and enjoyable, but that others prefer to separate distinct life spheres. Implications for practice and/or policy There may be value in institutions and designers supporting people who want to engage in seamless mobile learning. However, it is important to be aware that not everyone wants to engage in seamless learning. Seamless learning is more likely to occur when individual and institutional priorities are aligned across several institutions, so there will be challenges for a single institution seeking to promote it.

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Section: Implications For Practice And/or Policymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%