Open AccessExploring mobile learning success factors
Author(s) -
Thomas Cochrane
Publication year - 2010
Publication title -
research in learning technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 26
eISSN - 2156-7077
pISSN - 2156-7069
DOI - 10.3402/rlt.v18i2.10758
Subject(s) - bachelor , formative assessment , social constructivism , computer science , web 2.0 , mobile technology , constructivism (international relations) , mobile device , multimedia , world wide web , knowledge management , mathematics education , pedagogy , the internet , psychology , international relations , archaeology , politics , political science , law , history
This paper is a comparative account and analysis of three mobile Web 2.0 projects instigated within a tertiary learning environment during 2008. Following the successful instigation of a mobile Web 2.0 project in the third year of a Bachelor of Product Design course during semester one, similar projects were initiated in semester two within the first-year and second-year Bachelor of Product Design courses. A common methodology for supporting and facilitating mobile Web 2.0 projects was used for all three projects. The projects were designed to explore the potential of mobile Web 2.0 tools to enhance both the formal and informal teaching and learning environments with a focus upon mobile blogging (moblogging). A comparison of student and teaching staff feedback from each of the three projects provided a basis for identifying and illustrating critical success factors within similar m-learning scenarios. Critical success factors identified include: the importance of the pedagogical integration of the technology into the course assessment, lecturer modelling of the pedagogical use of the tools, the need for regular formative feedback from lecturers to students, and the appropriate choice of mobile devices and software to support the pedagogical model underlying the course