A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education

This article aims to identify different ways of using mobile devices in students’ learning in higher education. This qualitative research presents the findings from a phenomenographic research of students’ conceptions of mobile learning (m-learning) in higher education. A cohort of 16 students from...

Full description

Saved in:
Bibliographic Details
Published inSAGE open Vol. 9; no. 3; pp. 215824401986145 - 215824401986161
Main Authors Khan, Md. Shahadat Hossain, Abdou, Benadjih Oiriddine, Kettunen, Jaana, Gregory, Sue
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.07.2019
SAGE Publishing
Subjects
College Students
Computer Mediated Communication
Concept Formation
Cooperative Learning
Electronic Learning
Foreign Countries
Handheld Devices
Information Storage
Instructional Effectiveness
Instructional Materials
Student Attitudes
Technology Uses in Education
Bangladesh
pedagogical issues
phenomenography
mobile learning (m-learning)
conceptions
students learning
Online AccessGet full text

Cover

More Information
Summary:This article aims to identify different ways of using mobile devices in students’ learning in higher education. This qualitative research presents the findings from a phenomenographic research of students’ conceptions of mobile learning (m-learning) in higher education. A cohort of 16 students from four universities of Bangladesh took part in semi-structured interviews to explore their in-depth understandings and experiences of m-learning. The findings indicate that university students perceived five qualitatively different ways of using mobile devices in their learning: a medium for communication; a medium for management of learning materials; a tool for effective learning; a means for collaborative learning; and a means for development of new ideas. The findings of this research demonstrate students’ pedagogical understanding of using mobile devices in higher education. The outcomes of this research could play a crucial role in informing students on how they can use their mobile devices for learning purposes and providing educators with empirical evidence on students’ pedagogical practices of using mobile devices in other developing and more developed countries in the world.
ISSN:2158-2440
2158-2440
DOI:10.1177/2158244019861457