Mobile-Assisted Seamless Learning Activities in Higher Distance Education

Autor/in	Amhag, Lisbeth
Titel	Mobile-Assisted Seamless Learning Activities in Higher Distance Education
Quelle	In: International Journal of Higher Education, 6 (2017) 3, S.70-81 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Telecommunications; Technology Uses in Education; Handheld Devices; Educational Technology; Distance Education; Higher Education; Online Courses; Preservice Teachers; Internet; Seminars; Web Based Instruction; Teaching Methods; Vocational Education; Foreign Countries; Interviews; Student Attitudes; Sweden + Suchen Sie Ihr Suchwort? Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Seminar; Web Based Training; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung; Ausland; Interviewing; Interviewtechnik; Schülerverhalten; Schweden
Abstract	Among online learning factors stated in the research literature, it is argued that online activities is the strongest factor which contributes to online learning. This article illuminates mobile-assisted seamless learning activities by using laptops, tablets, or smart phones. Two conditions are compared, a) face-to-face (F2F) online webinars (web-based seminars or conferencing), b) the elements of part a, but complemented by teacher-recorded flipped classroom-videos (pre-lectures) before the F2F online webinars. Data collection consists of observations of 22 recorded F2F online webinars among 40 vocational student teachers divided into groups of 18 and 22 participants, and 12 interviews (six from each group, including both women and men). The study is theoretically within the research concept of mobile-assisted seamless learning: mediated learning anytime, anywhere, and in different contexts. The results raise some challenges and implications presented by using mobile digital devices to expand participation and motivation across different contexts for creation of ubiquitous knowledge access. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01