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Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education
Dalarna University, Sweden; Örebro University, Sweden.ORCID iD: 0000-0002-8543-3774
Örebro University.
2015 (English)In: Learning, Media & Technology, ISSN 1743-9884Article in journal (Refereed) Epub ahead of print
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, 2015.
Keyword [en]
design, mobile applications, mobile-assisted language learning, structurational analysis, technology-in-practice
National Category
Information Systems, Social aspects
Research subject
Information and Communication Technology
Identifiers
URN: urn:nbn:se:kth:diva-192182DOI: 10.1080/17439884.2016.1088869OAI: oai:DiVA.org:kth-192182DiVA: diva2:958377
Note

QC 20160923

Available from: 2016-09-07 Created: 2016-09-07 Last updated: 2016-09-23Bibliographically approved

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Viberg, Olga
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