A content analysis of mobile learning on constructivism theory

Abstract

The development of network and mobile technologies contributed to the emergence of mobile and ubiquitous learning. Therefore mobile and ubiquitous learning are attracting both academic and public interest in the recent year. Owing to mobile learning is defined as “the processes of coming to know through conversations across multiple contexts among people and personal interactive technologies”, this study conducts a content analysis to view the relative researches that apply this technology to facilitate various activities of learning. Those activations of learning can be designed in formal and informal and personalized learning environments during classroom lectures or outside of the classroom. The advantage of portable technologies can help learners to connect various learning activities both in formal and informal personalized learning environments. Generally, previous research in mobile learning are focus on the lower or younger learners, the broad application of mobile and ubiquitous learning in higher education settings is limited. Further the mobile learning design can be design and allow learner selects and transforms information, constructs hypotheses, and go beyond the information given. Therefore this research try to analyze the mobile learning research that are focus on higher education setting and based on constructivism theory.