Any Time, Any Place, Any Pace? Exploring Virtual Students Perceptions of Mobile Learning PROCEEDINGS
Michael Barbour, Sacred Heart University, United States ; Tamme Quinn Grzebyk, Wayne State University, United States ; John Eye, Southern Utah University, United States
Society for Information Technology & Teacher Education International Conference, in Jacksonville, Florida, United States ISBN 978-1-939797-07-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Over the past decade, the number of K-12 students engaged in online learning has increased from 50,000 to more than two million. Students have also gained increased access to mobile devices throughout recent years, and educators have actively looked for ways to capitalize on this trend. A group of students enrolled in an advanced history course, offered by a statewide, supplemental virtual school in the Midwest were studied over the course of four weeks, an app that works on mobile devices, and offers an emulated version that runs on a computer. Findings in this small-scale exploratory study showed that despite the fact that existing literature indicated students’ perceptions were positive toward mobile technologies, these students’ perceptions were negative. While the isolated implementation of the project may have affected these perceptions, there is also indication that the success of the project, in terms of perception, may depend also on students’ access to mobile devices.
Barbour, M., Quinn Grzebyk, T. & Eye, J. (2014). Any Time, Any Place, Any Pace? Exploring Virtual Students Perceptions of Mobile Learning. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014--Society for Information Technology & Teacher Education International Conference (pp. 1515-1520). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved November 14, 2018 from https://www.learntechlib.org/primary/p/130983/.
© 2014 Association for the Advancement of Computing in Education (AACE)
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