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Situated Mobile Learning in Higher Education
PROCEEDINGS

, , Pusan National University, Korea (South)

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, Nevada, USA ISBN 978-1-880094-66-2 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study tried to identify design principles for mobile learning and identify validity of the design principles with case study. The course was designed with five design principles for mobile learning: situated learning, spontaneous and learner-driven learning, customized learning, networked learning, and flexible learning. According to those design principles, the course was redesigned. The results indicated positive. The students positively responded in improvement of formative evaluation skills, improvement of motivation, improvement of interactions among students and between students and professor, and improvement of way of learning. Therefore, the study can infer that design principles were effective for redesigning the course and for future mobile learning.

Citation

Lee, Y. & Lee, S. (2008). Situated Mobile Learning in Higher Education. In C. Bonk, M. Lee & T. Reynolds (Eds.), Proceedings of E-Learn 2008--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1745-1750). Las Vegas, Nevada, USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 21, 2019 from .

Keywords

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References

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Cited By

  1. Learning Anywhere, Anytime: Student Motivators for M-learning

    Romana Martin, Curtin University, Australia; Tanya McGill & Fay Sudweeks, Murdoch University, Australia

    Proceedings of the Informing Science and Information Technology Education Conference 2013 (Jul 01, 2013) pp. 51–67

  2. Learning Anywhere, Anytime: Student Motivators for M-learning

    Romana Martin, Curtin University, Australia; Tanya J. Mcgill & Fay Sudweeks, Murdoch University, Australia

    Journal of Information Technology Education: Research Vol. 12, No. 1 (2013) pp. 51–67

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