This study is to explore the practices and attitudes of mobile learning for university students studying at Guangzhou based on a theoretical model of the Framework for the Rational Analysis of Mobile Education (FRAME) model, in particular, to explore what and how knowledge will be acquired of using mobile device for formal and informal learning. A mixed-method research strategy, both qualitative and quantitative methods for data collection and analysis, were adopted as it permits triangulation. In the collection of quantitative data, a set of tailor-made questionnaires were distributed to 495 university students who were studying in Guangzhou in the March of 2013. Besides, in the collection of qualitative data, 14 participants were invited to participate pre- focus group interviews, diaries and post-individual interview from April to June of 2013. The results ﬁnd that improve learning effectiveness and efﬁciency and mobility are the major factors for Guangzhou’s university students used mobile device for formal and informal learning. They always use mobile device for reading and searching. Besides, the ratio of using mobile device for informal learning is higher than formal learning, especially reading and discussion. However, students are higher ratios of using mobile device for formal learning to searching, sharing, discussion and learning. Moreover, this study provides many Guangzhou’s university students using mobile device for formal and informal learning strategies. Then, this study shows that Guangzhou’s university students positive attitude for mobile learning, and they believed mobile learning can facilitate their learning performance. However, this study cannot ﬁnd any evidence to support higher quality mobile device may affect positive learning performance and attitude. Based on the findings of this study, it is proposed to add the curriculum aspect into the FRAME model which is called the Framework for the Rational Analysis of mobile Education 2015 (FRAME 2015). Curriculum aspect should be evaluated in future research studies to ﬁnd out how mobile informal learning experiences or activities can assist students for formal learning. All rights reserved.
|Qualification||Doctor of Education|
|Award date||25 Jun 2014|
|Publication status||Published - 2015|
- Mobile communication systems in education -- China -- Guangzhou Shi
- Educational technology -- China -- Guangzhou Shi
- Theses and Dissertations
- Thesis (Ed.D.)--The Hong Kong Institute of Education, 2015