About this paper

Appears in:
Page: 4368 (abstract only)
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1944

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

DESIGN FRAMEWORKS FOR MOBILE LEARNING

E.O. Baek

California State University San Bernardino (UNITED STATES)
In the past decade, mobile learning has been a prevailing trend due to the rapid technological advancement of mobile computing. Mobile learning embraces “both formal learning within the classroom, and informal and formal learning outside the classroom, across myriad devices, in a variety of physical and temporal arenas.” (Hockly, 2013, p. 80).

In order to leverage the mobile technology, it is important to create design frameworks and principles for mobile learning that make sense for teaching and student learning, that is situated and ubiquitous (Hsu & Ching, 2015; Koole, McQuilkin, & Ally, 2010).

Though a Delphi study, Hsu, Ching, and Snelson (2014) argue that experts strongly expressed the needs of conducting theoretical research on “pedagogical framework for the use of mobile device for constructivist learning,” “developing sound, culturally and contextually sensitive theories of learning for a mobile world,” and “new pedagogical theories for context-aware ubiquitous learning environments” (p. 10). Adopting the suggestions from the experts, this presentation focuses on the creation of common themes through the analysis and synthesis of existing literature that discussed design frameworks and models for mobile learning based on constructivist learning approaches.

I have conducted a comprehensive search of electronic bibliographic databases including ERIC, PsycINFO, Social Sciences Citation Index (SSCI), OmniFile Full Text Mega, ScienceDirect, ProQuest, SAGE Journal Online, Education Index Retrospective
and Google Scholar using a combination of keywords – “mobile learning,” “m-learning,” or “mlearning,” with “design model,” “design framework,” “instructional strategies,” “instructional pedagogy” or “constructive learning approach.” A total of fifty-seven articles were located after removing duplicated articles in different databases and non-peer reviewed articles related to the topic. At last twenty-one articles that discussed design frameworks or models for mobile learning in-depth were selected. The frameworks selected include, but not limited to, Koole’s (2009) Framework for the Rational Analysis of Mobile Education (FRAME) and Park’s (2011) four types mobile learning framework adopting Transactional Distance theory.

Currently the study is in progress and the result of the analysis and synthesis will be shared at the presentation.
@InProceedings{BAEK2017DES,
author = {Baek, E.O.},
title = {DESIGN FRAMEWORKS FOR MOBILE LEARNING},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1944},
url = {http://dx.doi.org/10.21125/edulearn.2017.1944},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {4368}}
TY - CONF
AU - E.O. Baek
TI - DESIGN FRAMEWORKS FOR MOBILE LEARNING
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1944
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 4368
EP - 4368
ER -
E.O. Baek (2017) DESIGN FRAMEWORKS FOR MOBILE LEARNING, EDULEARN17 Proceedings, p. 4368.
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