The current study is designed to address gaps in the body of research specific to the perceived user experience of mobile learning within a single institution of higher education. A deeper understanding of learner experience is intended to assist administrators in developing an informed mobile learning strategy, refining mobile learning practice, and ensuring the mobile environment is well suited for use across the student population. A qualitative exploratory case study design leverages university documentation, archival institutional data, and focus group feedback, guided by two key research questions. R1: How do university students interact with mobile learning technologies?; and R2: How is the mobile learner experience perceived by student users? Qualitative data reveal user behavior is comprised of three key interrelated and overlapping themes- learner mobility, learner engagement, and learner strategy. Data further reveal perceived user experience is comprised of three key interrelated and overlapping themes- perceived value, perceived usability, and perceived personal connection. This study’s findings suggest there is tremendous opportunity to elevate m-learning engagement and experience, both within the classroom and across the broader educational community. Focus group feedback indicates directing administrative efforts toward modifying the institution’s mobile application, expanding participation mediums, and creating opportunities to increase personalized participation would increase student engagement and enhance the mobile learning experience.
|School Location:||United States -- Colorado|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Educational technology, Higher education, Pedagogy|
|Keywords:||Community of Inquiry model, m-Learning, m-Learning perceived learning Experience, Mobile learning, Mobile strategy, Moblie learning in higher education|
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