The learning lives of digital youth—beyond the formal and informal

Erstad, Ola

doi:10.1080/03054985.2011.577940

Cited by 91 publications

(59 citation statements)

References 19 publications

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“…However, tensions exist between youths' preference for multimodal forms of expression and learning, and the cultural bias towards representational forms of production and expression in academic settings (Crook, 2012). Some researchers (Erstad, 2012;Selwyn, 2009) have questioned the value of such informal learning, with its fragmented assemblies, narrative structures, consumption emphasis and subjectivity. Furthermore, because learners in this study viewed understanding and knowledge building as a peripheral -albeit important -activity, learners often appeared confused as to the nature and significance of what they were learning, a finding supported by the work of Looi et al, 2010.…”

Section: Overall Conclusionmentioning

confidence: 99%

“…This lack of consensus has exposed two distinct occupations within the field, theorization of mlearning as a field of technological affordance distinct from e-learning (Traxler, 2010), and studies of m-learning's broadly defined educational relevance, diversely and situatedly conceptualised, as exemplified through the most ubiquitous and personalised type of mobile device, the smartphone.However, in terms of explorations of individual smartphone use amongst young people, and the resultant appropriation of the device's cultural leverage on learning and achievement, research is still extremely limited (Erstad, 2012;Pachler, Cook & Bachmair, 2010;Selwyn, 2012;Wallace, 2011). As Wu, Wu, Chen, Kao, Lin & Huang (2012) have demonstrated, not only is most mobile device-related research concerned with effectiveness and system design, it has almost been comprehensively approached through positivist methodologies, utilising interventions, surveys and experiments.…”

Section: Introductionmentioning

confidence: 99%

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

Chan

Walker

Gleaves

2015

Computers & Education

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-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.

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Section: Overall Conclusionmentioning

confidence: 99%

Section: Introductionmentioning

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

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“…V datech bylo možno zjistit, jak přechází respondent z offline do online prostředí, a měli k dispozici i komentáře, proč to daný respondent dělá. V denících byly rovněž zmínky o tom, jak jsou technologie používány ve třídě při výuce (podrobněji viz Erstad, 2012Erstad, , 2013.…”

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Pedagogika a nové výzvy výzkumu ICT: role digitálních technologií v každodenním životě a učení mládeže

Arnseth¹,

Erstad²,

Juhaňák³

et al. 2016

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“…Attention for informal, out-of-school learning is recently vastly growing (Erstad, 2012;Ito et al, 2013;Ünlüsoy, de Haan, & Leander, 2010), and youth's digital world is becoming one of the key areas for learning (Erstad, 2012;Drotner, 2008). According to Kumpulainen and Sefton-Green (2014) the traditional definitions of learning and practices of education need to be adapted to fit how youth of today grow, change, and bring together different experiences, including life-wide and life-long learning.…”

Section: Introductionmentioning

confidence: 99%

What Online Networks Offer: Online Network Compositions and Online Learning Experiences of Three Ethnic Groups

Lecluijze

Haan

Ünlüsoy

2015

IJHE

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This exploratory study examines ethno-cultural diversity in youth´s narratives regarding their online learning experiences while also investigating how these narratives can be understood from the analysis of their online network structure and composition. Based on ego-network data of 79 respondents this study compared the characteristics of the online social networks of native Dutch, Moroccan-Dutch, and Turkish-Dutch youth. Subsequently, thirty interviews were analyzed to compare youth's narratives regarding two aspects typically associated with 21th century online learning: 'individual online exploration', and 'participation, collaboration and exchange of information in online communities'. The results show that the three ethnic groups significantly differ regarding their online network composition. Youth's narratives also reveal that their online learning experiences are ethno-specific. Youth differ regarding the nature of online communities in which they search for information, make new contacts and distribute their own media creations. For example, Turkish-Dutch youth primarily engage in their own ethnic transnational networks to find information and to share media content, whereas Moroccan-Dutch youth seem more open to develop new contacts and to search for information outside of their familiar network. It is suggested that these ethno-specific narratives can be understood as resonating specific network configurations.

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The learning lives of digital youth—beyond the formal and informal

Cited by 91 publications

References 19 publications

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

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

Pedagogika a nové výzvy výzkumu ICT: role digitálních technologií v každodenním životě a učení mládeže

What Online Networks Offer: Online Network Compositions and Online Learning Experiences of Three Ethnic Groups

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