Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
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: 2017-10-13Bibliographically approved
In thesis
1. Design and use of mobile technology in distance language education: Matching learning practices with technologies-in-practice
Open this publication in new window or tab >>Design and use of mobile technology in distance language education: Matching learning practices with technologies-in-practice
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis focuses on the adaptation of formal education to people’s technology- use patterns, their technology-in-practice, where the ubiquitous use of mobile technologies is central. The research question is: How can language learning practices occuring in informal learning environments be effectively integrated with formal education through the use of mobile technology? The study investigates the technical, pedagogical, social and cultural challenges involved in a design science approach.

The thesis consists of four studies. The first study systematises MALL (mobile-assisted language learning) research. The second investigates Swedish and Chinese students’ attitudes towards the use of mobile technology in education. The third examines students’ use of technology in an online language course, with a specific focus on their learning practices in informal learning contexts and their understanding of how this use guides their learning. Based on the findings, a specifically designed MALL application was built and used in two courses. Study four analyses the app use in terms of students’ perceived level of self-regulation and structuration.

The studies show that technology itself plays a very important role in reshaping peoples’ attitudes and that new learning methods are coconstructed in a sociotechnical system. Technology’s influence on student practices is equally strong across borders. Students’ established technologies-in-practice guide the ways they approach learning. Hence, designing effective online distance education involves three interrelated elements: technology, information, and social arrangements. This thesis contributes to mobile learning research by offering empirically and theoretically grounded insights that shift the focus from technology design to design of information systems.

Place, publisher, year, edition, pages
Örebro: Örebro University Press, 2015. 154 p.
Series
Örebro Studies in Informatics, 11
National Category
Information Systems, Social aspects
Research subject
Information and Communication Technology
Identifiers
urn:nbn:se:kth:diva-215706 (URN)978-91-7529-102-4 (ISBN)
Public defence
2015-12-01, Hörsalen, Billbergska huset, Örebro universitet, Fakultetsgatan 1,, Örebro, 13:00 (English)
Opponent
Supervisors
Note

QC 20171019

Available from: 2017-10-19 Created: 2017-10-13 Last updated: 2017-10-19Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Viberg, Olga
Information Systems, Social aspects

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 19 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf