Distance Learners’ Use of Handheld Technologies
This study investigates how and where distance learners use handheld devices and the impact this has on learning habits, access to learning content and quality of work. It analyses the spatial dimension of anytime-anywhere learning and, with a focus on anywhere learning, it explores students’ ongoi...
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Athabasca University Press
2019
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oai:doaj.org-article:ffbc17f87bc44a22b74803a009fe5ffb2021-12-02T18:02:59ZDistance Learners’ Use of Handheld Technologies10.19173/irrodl.v20i2.40401492-3831https://doaj.org/article/ffbc17f87bc44a22b74803a009fe5ffb2019-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/4040https://doaj.org/toc/1492-3831 This study investigates how and where distance learners use handheld devices and the impact this has on learning habits, access to learning content and quality of work. It analyses the spatial dimension of anytime-anywhere learning and, with a focus on anywhere learning, it explores students’ ongoing negotiation of the flow between and across study locations. The study concludes by proposing two new concepts: the flow of places and place of space. These should help direct the framing of future studies into the places, spaces, and mobility of formal and informal seamless learning. A dataset comprising 446 responses from undergraduate students enrolled at the UK’s largest distance learning university was analysed in respect to three research questions. All age groups, study levels, and disciplines were represented. Five key findings are: most students now use handheld devices for study-related learning; the distribution of study-related learning tasks was similar in all seven study places; there is a strong, statistically-significant correlation between the number of study places in which handheld devices are used and the number of study task types performed; two fifths of students using a handheld device for learning have noticed a change in study habit and benefit to learning; and multiple regression analysis shows three variables (number of study places, number of study tasks, and change in study habits) are predictors of finding it easier to access learning materials and improved quality of learners’ work. Simon CrossMike SharplesGraham HealingJim EllisAthabasca University Pressarticlemobile learningseamless learningstudy spacehandheld learning technologiesanywhere learningdistance educationSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 20, Iss 2 (2019) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
mobile learning seamless learning study space handheld learning technologies anywhere learning distance education Special aspects of education LC8-6691 |
| spellingShingle |
mobile learning seamless learning study space handheld learning technologies anywhere learning distance education Special aspects of education LC8-6691 Simon Cross Mike Sharples Graham Healing Jim Ellis Distance Learners’ Use of Handheld Technologies |
| description |
This study investigates how and where distance learners use handheld devices and the impact this has on learning habits, access to learning content and quality of work. It analyses the spatial dimension of anytime-anywhere learning and, with a focus on anywhere learning, it explores students’ ongoing negotiation of the flow between and across study locations. The study concludes by proposing two new concepts: the flow of places and place of space. These should help direct the framing of future studies into the places, spaces, and mobility of formal and informal seamless learning. A dataset comprising 446 responses from undergraduate students enrolled at the UK’s largest distance learning university was analysed in respect to three research questions. All age groups, study levels, and disciplines were represented. Five key findings are: most students now use handheld devices for study-related learning; the distribution of study-related learning tasks was similar in all seven study places; there is a strong, statistically-significant correlation between the number of study places in which handheld devices are used and the number of study task types performed; two fifths of students using a handheld device for learning have noticed a change in study habit and benefit to learning; and multiple regression analysis shows three variables (number of study places, number of study tasks, and change in study habits) are predictors of finding it easier to access learning materials and improved quality of learners’ work.
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| format |
article |
| author |
Simon Cross Mike Sharples Graham Healing Jim Ellis |
| author_facet |
Simon Cross Mike Sharples Graham Healing Jim Ellis |
| author_sort |
Simon Cross |
| title |
Distance Learners’ Use of Handheld Technologies |
| title_short |
Distance Learners’ Use of Handheld Technologies |
| title_full |
Distance Learners’ Use of Handheld Technologies |
| title_fullStr |
Distance Learners’ Use of Handheld Technologies |
| title_full_unstemmed |
Distance Learners’ Use of Handheld Technologies |
| title_sort |
distance learners’ use of handheld technologies |
| publisher |
Athabasca University Press |
| publishDate |
2019 |
| url |
https://doaj.org/article/ffbc17f87bc44a22b74803a009fe5ffb |
| work_keys_str_mv |
AT simoncross distancelearnersuseofhandheldtechnologies AT mikesharples distancelearnersuseofhandheldtechnologies AT grahamhealing distancelearnersuseofhandheldtechnologies AT jimellis distancelearnersuseofhandheldtechnologies |
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