About this paper

Appears in:
Pages: 6028-6034
Publication year: 2019
ISBN: 978-84-09-12031-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2019.1453

Conference name: 11th International Conference on Education and New Learning Technologies
Dates: 1-3 July, 2019
Location: Palma, Spain

HOW HANDHELD DEVICES TRANSFORM, AUGMENT AND REINFORCE UNIVERSITY STUDENT’S STUDY HABITS: EMERGING THEMES FROM A THREE-YEAR STUDY

S. Cross

The Open University (UNITED KINGDOM)
Ownership and use of handheld devices for university study and revision is transforming learning habits and posing new learning design and pedagogic challenges to educators. How is seamless learning affecting study habits, what is the impact of simultaneous multiple-device use, and can existing learning platforms cope with new demands? However, whilst surveys in the UK, US and other countries have helped monitor trends, there remains a paucity of comparably sized analysis of qualitative data. Such insight is essential to help interrogate and explain observed trends and to probe the new ‘opportunity time’ that mobile learning creates. This paper will present the results from a thematic analysis of open-comment survey data collected from over 1800 UK distance learners over a three-year period. This work was conducted as part of the long-running E-Pedagogies Project which begun in 2012. The dataset includes undergraduate and postgraduate learners from all subject discipline and was coded in Nvivo using a scheme based on a review of initial learner interviews, issues emerging in the literature, and statistical analysis of key survey questions. The paper focuses on three learner groups identified in the statistical analysis - those using devices for a wide range of study purposes, those using devices for a limited number of purposes, and those deciding not to use devices for study. These groups represent three different motivations and engagements with mobile learning – those of transformation, augmentation and consolidation of existing practice. The paper will present findings that unpack differences as to how, why and where handheld devices are used, highlight examples of innovative, necessary or unusual study practice reported by learners, and summarise what changes learners want to see.
@InProceedings{CROSS2019HOW,
author = {Cross, S.},
title = {HOW HANDHELD DEVICES TRANSFORM, AUGMENT AND REINFORCE UNIVERSITY STUDENT’S STUDY HABITS: EMERGING THEMES FROM A THREE-YEAR STUDY},
series = {11th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN19 Proceedings},
isbn = {978-84-09-12031-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2019.1453},
url = {http://dx.doi.org/10.21125/edulearn.2019.1453},
publisher = {IATED},
location = {Palma, Spain},
month = {1-3 July, 2019},
year = {2019},
pages = {6028-6034}}
TY - CONF
AU - S. Cross
TI - HOW HANDHELD DEVICES TRANSFORM, AUGMENT AND REINFORCE UNIVERSITY STUDENT’S STUDY HABITS: EMERGING THEMES FROM A THREE-YEAR STUDY
SN - 978-84-09-12031-4/2340-1117
DO - 10.21125/edulearn.2019.1453
PY - 2019
Y1 - 1-3 July, 2019
CI - Palma, Spain
JO - 11th International Conference on Education and New Learning Technologies
JA - EDULEARN19 Proceedings
SP - 6028
EP - 6034
ER -
S. Cross (2019) HOW HANDHELD DEVICES TRANSFORM, AUGMENT AND REINFORCE UNIVERSITY STUDENT’S STUDY HABITS: EMERGING THEMES FROM A THREE-YEAR STUDY, EDULEARN19 Proceedings, pp. 6028-6034.
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