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Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

Mobile Technologies for Student Centered Learning in a Distance Higher Education Program

Lisbeth Amhag
Copyright: © 2017 |Pages: 16
ISBN13: 9781522507833|ISBN10: 1522507833|EISBN13: 9781522507840
DOI: 10.4018/978-1-5225-0783-3.ch041
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MLA

Amhag, Lisbeth. "Mobile Technologies for Student Centered Learning in a Distance Higher Education Program." Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2017, pp. 802-817. https://doi.org/10.4018/978-1-5225-0783-3.ch041

APA

Amhag, L. (2017). Mobile Technologies for Student Centered Learning in a Distance Higher Education Program. In I. Management Association (Ed.), Blended Learning: Concepts, Methodologies, Tools, and Applications (pp. 802-817). IGI Global. https://doi.org/10.4018/978-1-5225-0783-3.ch041

Chicago

Amhag, Lisbeth. "Mobile Technologies for Student Centered Learning in a Distance Higher Education Program." In Blended Learning: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 802-817. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0783-3.ch041

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Abstract

The aim of this study is to analyze mobile technologies for student centered learning in a distance higher education program with a focus on mobile online webinars (web-based seminars or conferencing) using mobile applications such as laptops, smart phones, or tablets. As wearable technologies continue to grow it could very well extend to smart glasses, smart watches etc. These tools can provide face-to-face interactions, recording flipped classrooms and parallel chat communications. The data collection consists of observations of ten online face-to-face webinars with 22 students, six interviews, and two surveys. Theoretically, the study joins the research tradition of Computer-Supported Collaborative Learning with emphasis on collaboration, and Computer Self-Efficacy concerned with individuals' media and information literacy. Important conclusions from the study demonstrated mobile interactions increased student centered learning on theoretical concepts, assisted in the ability to review information critically, and provided experiences bridging professional teaching practices.

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