The Social & Mobile Learning Experiences of Students Using Mobile E-books

Jeff S Kissinger

Abstract


This research was designed to explore the learning experiences of state college students using mobile e-book readers. The purpose of the study was to build a rich description of how students used electronic textbooks delivered on mobile computing devices for college-level, introductory sociology courses at a Southeastern public state college in the United States. This research employed a multiple case study design that thoroughly investigated and documented student experiences with this instructional technology.
The bounding frame was comprised of the literature on mobile technology, mobile learning theories, and e-books. Situated within the mobile learning framework was a theoretical lens of learning theories commonly found in the literature on mobile learning (constructivism, social cognitive theory, self-efficacy theory, expectancy x value theory, self-determination theory, and situated cognition). This lens was used to provide insight into the student’s learning experiences.
Students were found to be competent with the e-books, confident, metacognitive, and desirous of more social learning opportunities within their e-books. Six major conclusions were reached. These were: (1) students expressed competence in their use of the mobile e-books, (2) students expressed feelings of high self-efficacy when using the mobile e-books, (3) students overall valued the use of the e-book for their learning, (4) students were individualized and metacognitive in their learning with the mobile e-books, (5) students enhanced their learning socially and within situated learning opportunities, and (6) the students and the instructor had divergent views on the value and utility of social, interactive textbooks.

Keywords


mobile learning, ebooks, situated learning

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DOI: http://dx.doi.org/10.24059/olj.v17i1.303



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