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Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

Mobile Affordances and Learning Theories in Supporting and Enhancing Learning

Kathryn MacCallum, Stephanie Day, David Skelton, Michael Verhaart
Copyright: © 2017 |Volume: 9 |Issue: 2 |Pages: 13
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781522512400|DOI: 10.4018/IJMBL.2017040104
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MLA

MacCallum, Kathryn, et al. "Mobile Affordances and Learning Theories in Supporting and Enhancing Learning." IJMBL vol.9, no.2 2017: pp.61-73. http://doi.org/10.4018/IJMBL.2017040104

APA

MacCallum, K., Day, S., Skelton, D., & Verhaart, M. (2017). Mobile Affordances and Learning Theories in Supporting and Enhancing Learning. International Journal of Mobile and Blended Learning (IJMBL), 9(2), 61-73. http://doi.org/10.4018/IJMBL.2017040104

Chicago

MacCallum, Kathryn, et al. "Mobile Affordances and Learning Theories in Supporting and Enhancing Learning," International Journal of Mobile and Blended Learning (IJMBL) 9, no.2: 61-73. http://doi.org/10.4018/IJMBL.2017040104

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Abstract

Mobile technology promises to enhance and better support students' learning. The exploration and adoption of appropriate pedagogies that enhance learning is crucial for the wider adoption of mobile learning. An increasing number of studies have started to address how existing learning theory can be used to underpin and better frame mobile learning activities. In particular, there are a number of learning theories that have been identified which particularly lend themselves to the specific affordances of mobile learning. This paper examines how mobile technology was incorporated within three different computing courses. These case studies explore how specific learning approaches (collaborative learning, connectivism and experiential learning) were adopted to frame the use of the technology within each course and how the affordances of mobile technology were harnessed to enhance and better support existing learning practices.

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