du.sePublikationer
Ändra sökning
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Design and use of mobile technology in distance language education: Matching learning practices with technologies-in-practice
Högskolan Dalarna, Akademin Industri och samhälle, Informatik. Örebro universitet.
2015 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

This thesis focuses on the adaptation of formal education to people’s technology- use patterns, theirtechnology-in-practice, where the ubiquitous use of mobile technologies is central. The research question is: How can language learning practices occuring in informal learning environments be effectively integrated with formal education through the use of mobile technology? The study investigates the technical, pedagogical, social and cultural challenges involved in a design science approach.

The thesis consists of four studies. The first study systematises MALL (mobile-assisted language learning) research. The second investigates Swedish and Chinese students’ attitudes towards the use of mobile technology in education. The third examines students’ use of technology in an online language course, with a specific focus on their learning practices in informal learning contexts and their understanding of how this use guides their learning. Based on the findings, a specifically designed MALL application was built and used in two courses. Study four analyses the app use in terms of students’ perceived level of self-regulation and structuration.

The studies show that technology itself plays a very important role in reshaping peoples’ attitudes and that new learning methods are coconstructed in a sociotechnical system. Technology’s influence on student practices is equally strong across borders. Students’ established technologies-in-practice guide the ways they approach learning. Hence, designing effective online distance education involves three interrelated elements: technology, information, and social arrangements. This thesis contributes to mobile learning research by offering empirically and theoretically grounded insights that shift the focus from technology design to design of information systems.

Ort, förlag, år, upplaga, sidor
Örebro: Repro , 2015. , s. 154
Serie
Örebro Studies in Informatics ; 11
Nyckelord [en]
online distance education, mobile learning, mobile-assisted language learning, information systems artefact, design science research, learning practices, structuration, self-regulation, technology-in-practice
Nationell ämneskategori
Data- och informationsvetenskap Utbildningsvetenskap
Forskningsämne
Komplexa system - mikrodataanalys
Identifikatorer
URN: urn:nbn:se:du-20356ISBN: 9789175291024 (tryckt)OAI: oai:DiVA.org:du-20356DiVA, id: diva2:876615
Disputation
2015-12-01, Bilbergska huset, Örebro, 13:15 (Engelska)
Opponent
Handledare
Tillgänglig från: 2015-12-04 Skapad: 2015-12-04 Senast uppdaterad: 2018-01-10Bibliografiskt granskad
Delarbeten
1. Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education
Öppna denna publikation i ny flik eller fönster >>Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education
2017 (Engelska)Ingår i: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 42, nr 3, s. 357-377Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study explores the design requirements for mobile applications for second language learning in online/distance higher education settings. We investigate how students use technology and how they perceive that these technologies-in-practice facilitate their language learning. Structuration Theory is used for the analysis. Results show that design needs to consider that (i) students use their private mobile technologies frequently when conducting self-initiated learning tasks, (ii) students’ mobile technologies-in-practice are important, and course designers should design materials and tools for such use practices, and (iii) students prefer to work on their own due to the limited time they want to devote to their learning. Consequently, in regard to the pervasive nature of mobile technology integration in society and into students’ habitual use, they need various software tools on such devices to support individual learning.

Nyckelord
mobile-assisted language learning, mobile applications, structurational analysis, design, technology-in-practice
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Komplexa system - mikrodataanalys
Identifikatorer
urn:nbn:se:du-19641 (URN)10.1080/17439884.2016.1088869 (DOI)000415927800008 ()
Tillgänglig från: 2015-10-06 Skapad: 2015-10-06 Senast uppdaterad: 2017-12-08Bibliografiskt granskad
2. Cross cultural analysis of users' attitudes towards the use of mobile devices in second and foreign language learning in higher education: a case from Sweden and China
Öppna denna publikation i ny flik eller fönster >>Cross cultural analysis of users' attitudes towards the use of mobile devices in second and foreign language learning in higher education: a case from Sweden and China
2013 (Engelska)Ingår i: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 69, s. 169-180Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The present study examined the current state of students' attitudes toward mobile technology use in and for second and foreign language learning in higher education. Moreover, the study investigated if age, gender or cultural factors affect these attitudes. A total of 345 students from two in many aspects different countries, China (Yunnan University) and Sweden (Dalarna University) participated in this study. To access learners' perceptions toward mobile technology use, we employed Kearney's pedagogical framework to mobile learning from a socio-cultural perspective (Kearney, Schuck, Burden, & Aubusson, 2012). Hofstede's cultural dimensions were used to approach students' cultural views, as these dimensions represent some values – aspects of culture – that may affect attitudes toward technology and learning individually as well as in combination. The findings show the respondents' attitudes toward mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%), and authenticity (73%). The statistical analysis indicates that Hofstede's factors cannot explain the differences in mobile-assisted language learning (MALL) attitudes in the chosen sample. Among the personal factors, gender is identified to be a predictor to explain the differences in students' attitudes toward MALL. This study shows that technology itself seems to be the most important culture-shaping factor, more important than culture inherited from the physical environment, and more important than age.

Ort, förlag, år, upplaga, sidor
Elsevier, 2013
Nyckelord
cross-cultural projects, teaching/learning strategies, distributed learning environments, virtual reality, adult learning
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik
Forskningsämne
Komplexa system - mikrodataanalys
Identifikatorer
urn:nbn:se:du-12760 (URN)10.1016/j.compedu.2013.07.014 (DOI)000325600400015 ()
Tillgänglig från: 2013-08-11 Skapad: 2013-08-11 Senast uppdaterad: 2018-01-11Bibliografiskt granskad
3. Systematising the field of mobile assisted language learning
Öppna denna publikation i ny flik eller fönster >>Systematising the field of mobile assisted language learning
2013 (Engelska)Ingår i: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 5, nr 4, s. 72-90Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This study provides a systematic review of mobile assisted language (MALL) research within the specific area of second language acquisition (SLA) during the period of 2005-2012 in terms of research approaches, theories and methods, technology, and the linguistic knowledge and skills’ results. The findings show a shift from the prevailing SMS-based language learning in 2005-2008 towards the use of more advanced multimedia and intelligent learning systems in the last years. Many highly cited studies focus on design of mobile language earning systems and experimental evaluation of their effectiveness. Studies often draw on mature pedagogic models and methods. However, descriptive and small-scale experimental studies dominate. In terms of theoretical approaches and frameworks, there is a lack of specific reference to mobile learning conceptual and theoretical models, which makes it difficult to distinguish any specific mobile learning theories from other learning theories. Research has so far paid most attention to learners’ vocabulary acquisition

Ort, förlag, år, upplaga, sidor
IGI Global: , 2013
Nyckelord
Intelligent Language Tutoring Systems (ILTS), Mobile Assisted Language Learning (MALL), Mobile Devices, Mobile Learning, Mobile Learning Theory, Second Language Acquisition (SLA)
Nationell ämneskategori
Systemvetenskap, informationssystem och informatik med samhällsvetenskaplig inriktning
Forskningsämne
Komplexa system - mikrodataanalys
Identifikatorer
urn:nbn:se:du-13632 (URN)10.4018/ijmbl.2013100105 (DOI)
Tillgänglig från: 2014-01-22 Skapad: 2014-01-22 Senast uppdaterad: 2017-12-06Bibliografiskt granskad

Open Access i DiVA

fulltext(1628 kB)2041 nedladdningar
Filinformation
Filnamn FULLTEXT01.pdfFilstorlek 1628 kBChecksumma SHA-512
f1a1a55b61a614b9c968f2f806faa84203b70f3925412a77dc3b2a0c929d2db6ca8b4c510f2af1d80033df1d57711029af5c635e3f1ee30fd67a89007091bd18
Typ fulltextMimetyp application/pdf
errata(55 kB)13 nedladdningar
Filinformation
Filnamn ERRATA01.pdfFilstorlek 55 kBChecksumma SHA-512
b98b33471aa8312523329fc0027d74c617ba4fdccc26c5bfc88b3bd10504765d3d9b5fe51d846cda4ee0eb57192b47a2c238790071556a2e924b1ddd582b3c3d
Typ errataMimetyp application/pdf

Sök vidare i DiVA

Av författaren/redaktören
Viberg, Olga
Av organisationen
Informatik
Data- och informationsvetenskapUtbildningsvetenskap

Sök vidare utanför DiVA

GoogleGoogle Scholar
Totalt: 2041 nedladdningar
Antalet nedladdningar är summan av nedladdningar för alla fulltexter. Det kan inkludera t.ex tidigare versioner som nu inte längre är tillgängliga.

isbn
urn-nbn

Altmetricpoäng

isbn
urn-nbn
Totalt: 1420 träffar
RefereraExporteraLänk till posten
Permanent länk

Direktlänk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf