Mobile learning frameworks and pedagogy
A systematic review
Bibliographic Data
| ID | 21446221 |
|---|---|
| Authors | Desmond Parsons (0000-0002-9815-036X, academyEX Auckland New Zealand), Agnieszka Palalas (0000-0001-9408-1152, Athabasca University Athabasca Alberta Canada), Stavros A Nikou (0000-0001-9941-2125, University of Strathclyde Glasgow UK), Selwyn Rodulfo (0000-0002-6077-7132, University of the West Indies Kingston Jamaica) |
| Year | 2024 |
| Volume | 59 |
| Issue | 2 |
| Publication date | 2024-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.12601 |
| Language | EN |
| Citations received | 1 |
| References cited | 40 |
This article provides a systematic review of mobile learning frameworks that address issues of pedagogy published between 2011 and 2022. The objective of the review was to gain a clear picture of recent developments in mobile learning frameworks to provide an understanding of current directions in mobile learning pedagogy. Eighteen peer‐reviewed journal articles that presented new mobile learning pedagogical frameworks were examined and evaluated based on the characteristics of each framework. The two main areas of analysis were the pedagogical approaches integrated into the frameworks and their definitions of mobile learning. We conclude that mobile learning frameworks have become more diverse over time, in many cases tending to focus on specific aspects of mobile learning rather than attempting to address overarching concepts. With respect to pedagogies and their underlying theories of learning, social constructivism, heutagogy, collaborative learning, experiential learning, inquiry‐based learning, and student‐centred learning were mentioned most frequently. However, although many frameworks make reference to pedagogy, there is limited analysis of how mobile learning pedagogy might be defined as distinct from other contexts of learning. The key characteristics of mobile learning, consistent through most of the reviewed frameworks, comprise the portability of mobile devices across multiple contexts, connectivity, and accessibility, as well as learner‐centredness (including personalisation and self‐regulation). One key aspect of identifying the uniqueness and future potential of mobile learning is the special affordances addressed by mobile learning theory. We conclude that this is an area where further research is required
Dialogic
Advantages and challenges associated with augmented reality for education
The effects of integrating mobile devices with teaching and learning on students' learning performance
The PRISMA 2020 statement
Towards a pedagogical and sociotechnical framework for the strategic integration of mobile learning in higher education in low and middle income countries
Mobile learning and pedagogical opportunities
Mobile learning acceptance in social distancing during the Covid ‐19 outbreak
IArchi[tech]ture
Defining, Discussing and Evaluating Mobile Learning
Education unbound? Enlivening debates with a mobilities perspective on learning
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |