Research Priorities in Mobile Learning: An International Delphi Study

Autor/inn/en	Hsu, Yu-Chang; Ching, Yu-Hui; Snelson, Chareen
Titel	Research Priorities in Mobile Learning: An International Delphi Study
Quelle	In: Canadian Journal of Learning and Technology, 40 (2014) 2, (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1499-6677
Schlagwörter	International Studies; Electronic Learning; Research Needs; Delphi Technique; Questionnaires; Online Surveys; Feedback (Response); Needs Assessment; Educational Strategies; Learning Strategies; Educational Theories; Educational Environment; Evaluation; Students; Handheld Devices; Computer System Design; Delivery Systems; Access to Computers; Specialists; Context Effect + Suchen Sie Ihr Suchwort? Internationaler Studiengang; Forschungsbedarf; Delphi-Methode; Fragebogen; Bedarfsermittlung; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Educational theory; Theory of education; Bildungstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Evaluierung; Student; Schüler; Schülerin; Studentin; Auslieferung
Abstract	Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts' latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question, "What should be the research priorities for the field of mobile learning over the next 5 years?" Ten research categories were identified and ranked in order of priority: 1) teaching and learning strategies; 2) affordances; 3) theory; 4) settings of learning; 5) evaluation/assessment; 6) learners; 7) mobile technologies and interface design; 8) context awareness and augmented reality; 9) infrastructure and management; and 10) country and digital divide. This study also reported expert-generated research statements for each research category and the importance of these research statements rated by the experts themselves. Selected research papers were summarized to help contextualize the discussions of research categories and statements. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10