Ubiquitous Knowledge Construction: Mobile Learning Re-Defined and a Conceptual Framework

Autor/inn/en	Peng, Hsinyi; Su, Yi-Ju; Chou, Chien; Tsai, Chin-Chung
Titel	Ubiquitous Knowledge Construction: Mobile Learning Re-Defined and a Conceptual Framework
Quelle	In: Innovations in Education and Teaching International, 46 (2009) 2, S.171-183 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
Schlagwörter	Electronic Learning; Educational Technology; Internet; Handheld Devices; Definitions; Educational Theories; Influence of Technology; Computer Uses in Education; Learning Theories; Educational Environment; Educational Change + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Begriffsbestimmung; Educational theory; Theory of education; Bildungstheorie; Computernutzung; Learning theory; Lerntheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform
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. (Contains 1 table and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10