Ubiquitous knowledge construction: Mobile learning re-defined and a conceptual framework

Hsinyi Peng; Yi Ju Su; Chien Chou; Chin Chung Tsai

doi:10.1080/14703290902843828

Ubiquitous knowledge construction: Mobile learning re-defined and a conceptual framework

Hsinyi Peng, Yi Ju Su, Chien Chou, Chin Chung Tsai

Program of Learning Sciences

Research output: Contribution to journal › Article › peer-review

160 Citations (Scopus)

Abstract

Emerging from recent mobile technologies, mobile learning, or m-learning, is beginning to offer 'stunning new technical capabilities' in education (DiGiano et al., 2003). This new genre of learning is viewed as a revolutionary stage in educational technology. However, ubiquitous computing technologies have given rise to several issues. This article revisits the relevant definitions and provides a conceptual framework of ubiquitous knowledge construction in light of contemporary research and theory. The framework can be used to assist educators and researchers who are examining the specific implications of mobile learning.

Original language	English
Pages (from-to)	171-183
Number of pages	13
Journal	Innovations in Education and Teaching International
Volume	46
Issue number	2
DOIs	https://doi.org/10.1080/14703290902843828
Publication status	Published - 2009 May

Keywords

M-learning
Mobile learning
Ubiquitous computing

ASJC Scopus subject areas

Education

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title = "Ubiquitous knowledge construction: Mobile learning re-defined and a conceptual framework",

abstract = "Emerging from recent mobile technologies, mobile learning, or m-learning, is beginning to offer 'stunning new technical capabilities' in education (DiGiano et al., 2003). This new genre of learning is viewed as a revolutionary stage in educational technology. However, ubiquitous computing technologies have given rise to several issues. This article revisits the relevant definitions and provides a conceptual framework of ubiquitous knowledge construction in light of contemporary research and theory. The framework can be used to assist educators and researchers who are examining the specific implications of mobile learning.",

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