By using social media, learners and academics can collaborate with peers, colleagues, and networks outside the traditionally defined group or class. In cross-action spaces, professional expertise can be brought into the classroom. Jahnke stated that cross-action learning spaces bring the world into the class to enrich learning possibilities.
Published in Chapter:
Toward a Framework and Learning Methodology for Innovative Mobile Learning: A Theoretical Approach
Ebba Ossiannilsson (The Swedish Association for Distance Education, Sweden & The Swedish Association for E-Competence, Sweden) and Nicolas Ioannides (University of Nicosia, Cyprus)
Copyright: © 2018
|Pages: 21
DOI: 10.4018/978-1-5225-2953-8.ch014
Abstract
The purpose of this chapter is to identify, analyze, and present multiple learning methodologies and frameworks that are available to academics today. The chapter begins with the presentation and analysis of a range of learning methodologies, such as mobile learning, micro learning, personal learning, challenge-based learning, collaborative learning, and ubiquitous learning. In addition, the purpose of higher educational institutions and the use of emerging technologies are discussed. Based on the findings, a theoretical framework and learning methodology for innovative mobile learning are proposed to meet the challenges of enhancing and cultivating innovative mobile learning in the 21st century. Finally, suggestions are provided regarding the role of academics and how mobile technology could be incorporated into the overall learning experience.