Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Design and use of mobile technology in distance language education: Matching learning practices with technologies-in-practice
Dalarna University, School of Technology and Business Studies, Information Systems. Örebro universitet.
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Örebro: Repro , 2015. , 154 p.
Series
Örebro Studies in Informatics, 11
Keyword [en]
online distance education, mobile learning, mobile-assisted language learning, information systems artefact, design science research, learning practices, structuration, self-regulation, technology-in-practice
National Category
Computer and Information Science Educational Sciences
Research subject
Complex Systems – Microdata Analysis
Identifiers
URN: urn:nbn:se:du-20356ISBN: 9789175291024 (print)OAI: oai:DiVA.org:du-20356DiVA: diva2:876615
Public defence
2015-12-01, Bilbergska huset, Örebro, 13:15 (English)
Opponent
Supervisors
Available from: 2015-12-04 Created: 2015-12-04 Last updated: 2016-03-16Bibliographically approved
List of papers
1. Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education
Open this publication in new window or tab >>Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education
2017 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 42, no 3, 357-377 p.Article in journal (Refereed) 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.

Keyword
mobile-assisted language learning, mobile applications, structurational analysis, design, technology-in-practice
National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-19641 (URN)10.1080/17439884.2016.1088869 (DOI)000415927800008 ()
Available from: 2015-10-06 Created: 2015-10-06 Last updated: 2017-12-08Bibliographically approved
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
Open this publication in new window or tab >>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 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 69, 169-180 p.Article in journal (Refereed) 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.

Place, publisher, year, edition, pages
Elsevier, 2013
Keyword
cross-cultural projects, teaching/learning strategies, distributed learning environments, virtual reality, adult learning
National Category
Information Systems
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-12760 (URN)10.1016/j.compedu.2013.07.014 (DOI)000325600400015 ()
Available from: 2013-08-11 Created: 2013-08-11 Last updated: 2017-12-06Bibliographically approved
3. Systematising the field of mobile assisted language learning
Open this publication in new window or tab >>Systematising the field of mobile assisted language learning
2013 (English)In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 5, no 4, 72-90 p.Article in journal (Refereed) 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

Place, publisher, year, edition, pages
IGI Global: , 2013
Keyword
Intelligent Language Tutoring Systems (ILTS), Mobile Assisted Language Learning (MALL), Mobile Devices, Mobile Learning, Mobile Learning Theory, Second Language Acquisition (SLA)
National Category
Information Systems, Social aspects
Research subject
Complex Systems – Microdata Analysis
Identifiers
urn:nbn:se:du-13632 (URN)10.4018/ijmbl.2013100105 (DOI)
Available from: 2014-01-22 Created: 2014-01-22 Last updated: 2017-12-06Bibliographically approved

Open Access in DiVA

fulltext(1628 kB)783 downloads
File information
File name FULLTEXT01.pdfFile size 1628 kBChecksum SHA-512
f1a1a55b61a614b9c968f2f806faa84203b70f3925412a77dc3b2a0c929d2db6ca8b4c510f2af1d80033df1d57711029af5c635e3f1ee30fd67a89007091bd18
Type fulltextMimetype application/pdf
errata(55 kB)9 downloads
File information
File name ERRATA01.pdfFile size 55 kBChecksum SHA-512
b98b33471aa8312523329fc0027d74c617ba4fdccc26c5bfc88b3bd10504765d3d9b5fe51d846cda4ee0eb57192b47a2c238790071556a2e924b1ddd582b3c3d
Type errataMimetype application/pdf

Search in DiVA

By author/editor
Viberg, Olga
By organisation
Information Systems
Computer and Information ScienceEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 783 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 1055 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf