A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of dist...

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Autor principal:	Yeonjeong Park
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	e-learning m-learning u-learning four types of mobile learning distance learning transactional distance theory Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/48acc1aaedd24350a9b336d6145b9a13
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spelling	oai:doaj.org-article:48acc1aaedd24350a9b336d6145b9a132021-12-02T17:16:18ZA pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types10.19173/irrodl.v12i2.7911492-3831https://doaj.org/article/48acc1aaedd24350a9b336d6145b9a132011-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/791https://doaj.org/toc/1492-3831Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.Yeonjeong ParkAthabasca University Pressarticlee-learningm-learningu-learningfour types of mobile learningdistance learningtransactional distance theorySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 2 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	e-learning m-learning u-learning four types of mobile learning distance learning transactional distance theory Special aspects of education LC8-6691
spellingShingle	e-learning m-learning u-learning four types of mobile learning distance learning transactional distance theory Special aspects of education LC8-6691 Yeonjeong Park A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types
description	Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.
format	article
author	Yeonjeong Park
author_facet	Yeonjeong Park
author_sort	Yeonjeong Park
title	A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types
title_short	A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types
title_full	A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types
title_fullStr	A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types
title_full_unstemmed	A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types
title_sort	pedagogical framework for mobile learning: categorizing educational applications of mobile technologies into four types
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/48acc1aaedd24350a9b336d6145b9a13
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A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types

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