Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

Kathryn MacCallum (Eastern Institute of Technology, Napier, New Zealand), Stephanie Day (Eastern Institute of Technology, Napier, New Zealand), David Skelton (Eastern Institute of Technology, Napier, New Zealand) and Michael Verhaart (Eastern Institute of Technology, Napier, New Zealand)
Copyright: © 2017 |Pages: 13
DOI: 10.4018/IJMBL.2017040104

Abstract

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning activities. In particular, there are a number of learning theories that have been identified which particularly lend themselves to the specific affordances of mobile learning. This paper examines how mobile technology was incorporated within three different computing courses. These case studies explore how specific learning approaches (collaborative learning, connectivism and experiential learning) were adopted to frame the use of the technology within each course and how the affordances of mobile technology were harnessed to enhance and better support existing learning practices.
Article Preview
Top

Affordance And Learning Theory

Mobile technology has provided educators and learners with new ways to structure and support their own learning. The distinction between elearning and mobile learning can specifically rest with the various affordances of mobile technology. As Lai, Yang, Chen and Chan (2007, p.5) describe in their study, “mobile technologies ‘afford’ real-time information whenever and wherever learners need it”. In particular, the specific features which mobile technology brings to the context of education relates to how mobile technology is used or supports learning or teaching. Parsons, Thomas and Wishart (2016) identify five specific mobile affordances which differentiate elearning from mobile learning, namely portability, evidence and data gathering, communication, interaction with the interface, and outdoor environment. These specific affordances each underpin and indicate the various ways that mobile technology could be used to enhance and better support learners. In particular, mobile technology enables learners to move around and interact with their environment (portability and outdoor environment), capture their learning (evidence and data gathering), and share and develop their understanding and learning with others (communication) by utilising the rich toolkit of the mobile device (interaction with the interface). Due to these affordances, mobile learning is underpinned by various learning theories which are reinforced by the ability of mobile technology to better support the interaction, capturing, sharing and examination of learning.

Awards

  • IGI Global's Tenth Annual Excellence in Research Journal Awards
    IGI Global's Tenth Annual Excellence in Research Journal AwardsHonoring outstanding scholarship and innovative research within IGI Global's prestigious journal collection, the Tenth Annual Excellence in Research Journal Awards brings attention to the scholars behind the best work from the 2017 copyright year.

Complete Article List

Search this Journal:
Reset
Open Access Articles
Volume 12: 4 Issues (2020): 1 Released, 3 Forthcoming
Volume 11: 4 Issues (2019)
Volume 10: 4 Issues (2018)
Volume 9: 4 Issues (2017)
Volume 8: 4 Issues (2016)
Volume 7: 4 Issues (2015)
Volume 6: 4 Issues (2014)
Volume 5: 4 Issues (2013)
Volume 4: 4 Issues (2012)
Volume 3: 4 Issues (2011)
Volume 2: 4 Issues (2010)
Volume 1: 4 Issues (2009)
View Complete Journal Contents Listing