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Maintaining, changing and crossing contexts : an activity theoretic reinterpretation of mobile learning

Wali, E; Winters, N; Oliver, M; (2008) Maintaining, changing and crossing contexts : an activity theoretic reinterpretation of mobile learning. Research in learning technology , 16 (1) pp. 41-57. 10.1080/09687760701850190. Green open access

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Abstract

Although mobile learning is a popular topic in current research, it is not well conceptualised. Many researchers rely on under-theorised conceptions of the topic, and those who have tried to refine the ideas involved have found this to be complex and difficult. In this paper, a new interpretation of the concept of ?mobile learning? is offered, drawing on the tradition of activity theory. The interpretation focuses on the continuity of learning activities that take place in multiple contexts which are embodied as the combination of the physical and social setting of the learning activities. The paper starts by sketching the current research context, and then outlines the theoretical tradition within which the interpretation of ?mobile learning? is located. Then, the new interpretation is offered, and the concepts are applied to case studies to illustrate how this new understanding develops current thinking in the area. The paper concludes by discussing the implications for research of adopting such a perspective.

Type: Article
Title: Maintaining, changing and crossing contexts : an activity theoretic reinterpretation of mobile learning
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/09687760701850190
Additional information: This is an electronic version of an article published in Wali, Esra and Winters, Niall and Oliver, Martin (2008) Maintaining, changing and crossing contexts: an activity theoretic reinterpretation of mobile learning. ALT-J: Research in Learning Technology, 16 (1). pp. 41-57. ALT-J: Research in Learning Technology is available online at: http://www.informaworld.com/10.1080/09687760701850190
Keywords: mobile learning; context; activity theory
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/1548724
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