College students' conceptions of context-aware ubiquitous learning: A phenomenographic analysis

Pei Shan Tsai, Chin Chung Tsai, Gwo Haur Hwang

Research output: Contribution to journalArticle

38 Citations (Scopus)

Abstract

The purpose of this study was to explore students' conceptions of context-aware ubiquitous learning (u-learning). The students participated in a u-learning exercise using PDAs equipped with RFID readers. The data were collected from individual interviews with each of the students by a trained researcher, and the responses of the interviewees were further analyzed using the phenomenographic method. The analysis revealed five categories of conceptions of u-learning, including "u-learning as the application of technology," "u-learning as a platform for attaining information," "u-learning as a timely guide," "u-learning as increase of knowledge" and "u-learning as active learning." There conceptions are viewed as a hierarchy, from less advanced to more sophisticated. An in-depth analysis of the students' conceptions of learning indicated that students held multiple conceptions of u-learning. This study further suggests that inquiry practices (such as allowing open-ended exploration for the learning topic) should be addressed in u-learning activities, as these practices may foster more sophisticated conceptions of u-learning.

Original languageEnglish
Pages (from-to)137-141
Number of pages5
JournalInternet and Higher Education
Volume14
Issue number3
DOIs
Publication statusPublished - 2011 Jul 1
Externally publishedYes

Keywords

  • Conceptions of learning
  • Context-aware ubiquitous learning
  • Phenomenographic method
  • Tree of conceptions of learning

ASJC Scopus subject areas

  • Education
  • Computer Science Applications
  • Computer Networks and Communications

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