Not Yet Seamless: Distance Students’ Usage of
Multiple Devices for Learning
Greig Krull and Dr Josep DuarteLearning Update – 7 September 2016
Context Students have access to
various electronic devices Although students have
access, effective use for learning is not assured
The adoption of different devices impacts study habits and learning experiences
It is not just about devices, but the systems and infrastructure
Image: Mobile Geräte
Educators need to know not only what students learn, but
how and when
Seamless Learning Seamless Learning – continuity of learning experiences
across different learning and technology settings. Enables learning scenarios in which learners are active,
productive, creative and collaborative across different times and locations (Chan et al, 2006).
How do we facilitate the nurturing of seamless learners and provide associated
technological support?
Research QuestionsWhat devices and in which contexts are students using to perform specific learning tasks?
How do students use mobile devices together with other devices?
What academic and technological support do students require from the university?
UOC UOC is an online distance
university opened in 1995 Programmes offered in
Catalan and Spanish Currently about 30 000
undergraduate students
Image: UOC
Methodology Aim: Survey UOC undergraduate students to
understand their learning habits and behaviours around using multiple devices for learning.
48 item questionaire created, based on Cross et al (2015) and Farley et al (2015).
Survey link to randomly generated sample of 5000 students.
488 responses were received (<10% response rate).
Participant Profile Female 53%, Male 47% Faculties: Social Sciences
(25%), Business (19%), Technology (15%), Law (14%)
Employment: Not employed (13%), Part-time employed (19%), Employed (68%)
First year students: 32%25
and under
26-35 years
36-45 years
46-55 years
56 and over
0%5%
10%15%20%25%30%35%
16%
33% 31%
19%
2%
Results: Devices, Contexts and Learning
Tasks
Students own multiple devices98% of students own more than 1
device
Most own 3 or 4 devices
Students mostly use devices for learning
Importance to academic success
Students use devices for learning in multiple locations Home is the most
common location across devices
Portability of devices influences
locations used
Students use devices for multiple and specific learning tasks
Searching for information (89%)Write assignment (84%)Communicate with lecturer (82%) Participate in forums (81%)Searching for information (68%)Write assignment (63%)Communicate with lecturer (63%)Read materials (61%) Read materials (59%)Check news and announcements (56%)Search for information (54%)Check news and announcements (56%) Search for information (48%) Communicate with other students (41%)
Results: Sequential and simultaneous usage of devices for learning
Students move from one device to another
31% move from a smartphone to a
laptop
30% move from a tablet to a laptop
29% move from a desktop to a
laptop
Students use different devices at the same time Most popular
devices:
Laptop and Smartphone
(18%)
Laptop and Tablet (16%)
Laptop and Desktop (13%)
Results: Academic and Technological
Support Needs
Academic Support NeedsAdditional course design features
• More learning tasks to use functionality of different devices (picture, audio, video)• Resources available in different formats (web, pdf, epub, doc)• Schedule of synchronous webinars• Additional explanatory video tutorials
Expanded communication services
• Virtual campus chat feature or synchronous support video chat (Skype, Facetime)• Alerts, notifications for important information
Greater feedback
• More personalised and timely feedback for assessments and queries
Technological Support Needs
• Improvement of mobile app – easier to use and more functionality
Improvement of tools
• Provision of materials accessible to different devices and operating systems
• Provision of more audiovisual resources• Recommendations of how to use devices and tools for
specific learning tasks e.g. At the beginning of course, information around device and software configuration
More accessible materials
• Technical support channels more visible and accessible• Economic assistance (discounts) for purchasing of devices
or software
More technical assistance
In Summary High access to multiple electronic devices, and devices are
mostly used for learning Students value key devices (laptops) as central for academic
study, while other devices used in specific contexts Make use of multiple devices for learning both sequentially and
simultaneously. The majority of simultaneous usage is to complete the same learning tasks.
Academic support measures include such as course design features, expanded communication services and improved feedback
Technological support measures include improved apps, more accessible materials and expanded technical assistance
Next Steps Further analysis required Follow up qualitative interviews Repeat data collection processes at another ODL university
(UNISA) for comparison
This work is licensed under a Creative Commons Attribution 3.0 Unported License.
[email protected] Krull
Questions / Discussion
Slides available at: www.slideshare.net/greigk/
References Chan, T, Roschelle, J, Hsi, S, Kinshuk, Brown, T, Patton, C, … Sharples, M
(2006) One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3–29
Cross, S, Sharples, M, Healing, G (2015) E-Pedagogy of Handheld Devices 2013 Survey: Patterns of student use for learning.
Farley, H, Murphy, A, Johnson, C, Carter, B, Lane, M, Midgley, W, … Koronios, A (2015) How Do Students Use Their Mobile Devices to Support Learning? A Case Study from an Australian Regional University. Journal of Interactive Media in Education, 2015(1), 1–13.
Milrad, M, Wong, L, Sharples, M, & Hwang, G (2013) Seamless Learning: An International Perspective on Next Generation Technology Enhanced Learning. In Z. Berge & L. Muilenburg (Eds.), Handbook of Mobile Learning (pp. 95–108). New York: Routledge.