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Informal learning with PDAs and smartphones

Clough, G.; Jones, A. C; McAndrew, P. and Scanlon, E. (2007). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24(5) pp. 359–371.

DOI (Digital Object Identifier) Link: https://doi.org/10.1111/j.1365-2729.2007.00268.x
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Abstract

There has been increasing interest in informal learning in recent years alongside interest in how such learning can be supported by technology. However, relatively little is known about the extent to which adults make use of their own mobile devices to support informal learning. In this study, a survey was used to investigate whether, and to what extent, experienced users of mobile devices use their mobile devices to support intentional informal learning. If so, do they make use of mobile device connectivity to support opportunistic informal learning and does such connectivity support or encourage collaborative informal learning? Experienced mobile device users were recruited from web forums and business, and asked whether they used their devices to support informal learning. A pattern of learning uses emerged, some of which deployed the mobile device capabilities relatively unchanged, others triggered adaptations to typical learning activities to provide a better fit to the needs of the learner. These informal learning activities provided the basis for the design of a flexible mobile learning framework that can be extended to support developments in mobile technology, and increasing use of Web 2.0 technologies by informal learners.

Item Type: Journal Item
ISSN: 0266-4909
Keywords: collaboration; constructivist; informal learning; mobile; PDA; smartphone; web survey;
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 10279
Depositing User: Ann Jones
Date Deposited: 27 Jan 2009 01:15
Last Modified: 02 May 2018 12:49
URI: http://oro.open.ac.uk/id/eprint/10279
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