View in EDS HTML Full Text PDF Full Text

Mobile Seamless Learning in Primary Education: A Case Study on Second Grade Students in Greece

Saved in:
Bibliographic Details
Title: Mobile Seamless Learning in Primary Education: A Case Study on Second Grade Students in Greece
Language: English
Authors: Devourou, Athina, Christopoulos, Athanasios (ORCID 0000-0002-1809-5525), Jimoyiannis, Athanassios (ORCID 0000-0003-1673-6592)
Source: Educational Media International. 2022 59(3):244-266.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 23
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Descriptors: Electronic Learning, Grade 2, Elementary School Students, Foreign Countries, Learning Activities, In Person Learning, Learner Engagement, Learning Motivation
Geographic Terms: Greece
DOI: 10.1080/09523987.2022.2136081
ISSN: 0952-3987
1469-5790
Abstract: The paper presents an experimental study aiming to explore primary school students' response to Mobile Seamless Learning activities. The educational intervention and the consequent investigation were conducted in a suburban primary school in Greece, with second grade pupils, in the context of a learning subject entitled "Studying our Living Environment". The participant students (n = 14) engaged in both face-to-face (in-class, outdoor) and online (home) collaborative and individualistic activities supported by a variety of digital applications. Primary research data were gathered upon completion of the intervention via 5 group interviews and 12 individual interviews. The findings have shown that Mobile Seamless Learning can facilitate pupils' active engagement and improve their attitudes toward collaboration. Moreover, this approach can lead to the development of a learning community that promotes learners' motivation, enables them to construct new knowledge, and develop essential skills.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1373099
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGsWRc_IMZyzVC5o6q_toPQAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDOxxnt0IJyYRxL9XxAIBEICBmu_6TSdE1t20OKi9iFaqJM5Y470VZ0919ANfykKI8F2LXpyFjPz4UkNr7rfsTDRQ14FIJ-agbxOZ5Qh4apmM0dbXKTBXbGivVuInrrqueVHbUJa3-17dVQzSiPoyAx-mBOwjkvYDxjm1UxipieE-M-x9GDhVeU6b9n0Zsne95SopGindpghvAH5R9Ssidb3ciomssEQM3Rs4pUE=
Text:
  Availability: 1
  Value: <anid>AN0161081979;5b101sep.22;2023Jan03.04:16;v2.2.500</anid> <title id="AN0161081979-1">Mobile seamless learning in primary education: a case study on second grade students in Greece </title> <p>The paper presents an experimental study aiming to explore primary school students' response to Mobile Seamless Learning activities. The educational intervention and the consequent investigation were conducted in a suburban primary school in Greece, with second grade pupils, in the context of a learning subject entitled "Studying our Living Environment". The participant students (n = 14) engaged in both face-to-face (in-class, outdoor) and online (home) collaborative and individualistic activities supported by a variety of digital applications. Primary research data were gathered upon completion of the intervention via 5 group interviews and 12 individual interviews. The findings have shown that Mobile Seamless Learning can facilitate pupils' active engagement and improve their attitudes toward collaboration. Moreover, this approach can lead to the development of a learning community that promotes learners' motivation, enables them to construct new knowledge, and develop essential skills.</p> <p>Keywords: Mobile seamless learning; collaborative learning; BYOD; primary education</p> <hd id="AN0161081979-2">Introduction</hd> <p>Over the last decade, Mobile Learning (ML) has received a growing research interest due to the diffusion of mobile devices both in the wider society and especially in young pupils. Relevant works have concluded that students are willing to use mobile devices for educational purposes as they shift the conventional practices (i.e., information acquisition, rote learning, and shallow coverage of content) in radically different ways of learning (Prieto et al., [<reflink idref="bib25" id="ref1">25</reflink>]; Tortorella & Graf, [<reflink idref="bib34" id="ref2">34</reflink>]).</p> <p>The added educational value of mobile technologies is attributed to the enhanced opportunities offered to learners to overcome the space and time constraints while also enabling them to access learning in various flexible ways. Seamless Learning (SL) is based on the idea that learning can take place in a variety of places, outside school, that are connected with the in-class learning activities. Therein, the notion of SL emphasises the contextualised and situated features of learning achieved by harnessing the affordances of mobile devices and online technologies (Wong & Looi, [<reflink idref="bib39" id="ref3">39</reflink>]). Effective design of Mobile Seamless Learning (MSL) activities encourages students to learn within a variety of contexts, to connect in-class learning with authentic, student-centered, real-life contexts, and to direct their own learning and social construction of knowledge by harnessing a range of features provided by mobile technologies (Wong & Looi, [<reflink idref="bib40" id="ref4">40</reflink>]; Sharples, [<reflink idref="bib29" id="ref5">29</reflink>]). In this perspective, educators have enhanced opportunities to transform in-class practices and bridge them with outdoor learning activities by creating more participatory, authentic, flexible, collaborative, and self-directed learning environments.</p> <p>However, the recent systematic review of Burden et al. ([<reflink idref="bib1" id="ref6">1</reflink>]) revealed that the presence of mobile technologies in educational practice is seldom or sporadic. In the same vein, the study that Christopoulos and Sprangers ([<reflink idref="bib5" id="ref7">5</reflink>]) conducted amidst the COVID-19 outbreak revealed that educators appear familiar with or able to enact only a relatively limited range of e-learning affordances. Therefore, in order for such a shift to be achieved, teachers need to adopt new educational practices, beyond the restrictive boundaries of instructional learning, knowledge transmission, fixed content and curriculum. Undoubtedly, this is not an easy task for teachers and it is quite reasonable that they face many difficulties when attempting to transform their regular practices by adopting ML approaches (Pegrum et al., [<reflink idref="bib24" id="ref8">24</reflink>]; Rusman et al., [<reflink idref="bib27" id="ref9">27</reflink>]).</p> <hd id="AN0161081979-3">Literature review</hd> <p>Recent studies recommend the integration of mobile technologies in either the physical classroom context or as part of blended learning activities, since they can greatly assist pupils in capturing and processing contextual information while also enabling them to establish better communication with their classmates and the teacher (Gumbheer et al., [<reflink idref="bib13" id="ref10">13</reflink>]; Lai, [<reflink idref="bib20" id="ref11">20</reflink>]). From the educators' perspective, the adoption of ML practices enables them to provide pupils with personalised support and to enhance their incentives for engagement and knowledge acquisition (Xu & Zhu, [<reflink idref="bib41" id="ref12">41</reflink>]).</p> <p>In their review, Hsu and Ching ([<reflink idref="bib14" id="ref13">14</reflink>]) provided a categorization of the existing models and frameworks for designing meaningful ML experiences and environments. A strong tendency is indicated toward the Seamless and Ubiquitous Learning with Collaborative Mobile Learning (CML) being the second most widely adopted approach. Notwithstanding, the literature review revealed also contradictory findings and shortcomings of MSL. Indicatively, Tsai et al. ([<reflink idref="bib35" id="ref14">35</reflink>]) compared the effectiveness of MSL over the traditional teaching-and-learning approach. They showed that students who followed the traditional approach achieved significantly better learning outcomes than those who engaged in the MSL activities.</p> <p>Likewise, Toh et al. ([<reflink idref="bib33" id="ref15">33</reflink>]) underlined the need to "teach" students first how to utilise the various digital resources in the context of formal/non-formal learning activities prior to engaging them in any educational tasks. Chu ([<reflink idref="bib6" id="ref16">6</reflink>]) investigated the potential of MSL on natural science subjects. The conclusions drawn highlighted the negative impact on students' learning outcomes (e.g., non-manageable cognitive overload) due to the lack of proper instructional design. Indeed, after considering how blurry the boundaries are when adopting such learning modalities, it is very likely that students will be consumed in the exploration of insignificant elements. Sun and Looi ([<reflink idref="bib32" id="ref17">32</reflink>]) highlighted the important role that teachers play in facilitating student engagement, beyond the formal learning context, especially in interventions with pupils from the lower primary school level.</p> <p>Over the past decade, relevant systematic reviews on the adoption of mobile technologies in education indicated that most empirical studies focused either on tertiary and secondary education (Chee et al., [<reflink idref="bib3" id="ref18">3</reflink>]; Kumar & Chand, [<reflink idref="bib19" id="ref19">19</reflink>]; Shadiev et al., [<reflink idref="bib28" id="ref20">28</reflink>]), while primary education – and the early stages in particular – received limited attention (Durak & Çankaya, [<reflink idref="bib9" id="ref21">9</reflink>]). In addition, the limitations of relevant empirical studies indicated that teachers' consistent guidance and feedback can greatly influence students' attitude toward the intervention. Therefore, proper design of learning activities constitutes a determinant factor for successful MSL interventions. In addition, the need to provide students with adequate guidance and support during SL procedures is highly emphasised, especially when field research is embedded.</p> <p>The present empirical study has the ambition to contribute by exploring how second grade pupils perceive and respond to MSL activities in the context of a long-term intervention. Therefore, the aim of the present study is two-fold: <emph>(a)</emph> to explore and evaluate the applicability of the proposed MSL framework in primary education and <emph>(b)</emph> to explore how the participating K-2 pupils perceived and responded to the MSL model in the context of the present intervention. To contextualise the study further, the following research questions were addressed:</p> <p> <emph>RQ1. What views and perceptions about MSL did second grade pupils have after the present intervention?</emph> </p> <p> <emph>RQ2. How participating pupils perceived their achievements and outcomes in the context of this particular MSL intervention?</emph> </p> <hd id="AN0161081979-4">Theoretical framework</hd> <p>Mobile Seamless Learning is widely perceived as a form of learning that happens across different learning spaces that are mediated by mobile devices (Wong & Looi, [<reflink idref="bib39" id="ref22">39</reflink>]). Originally, SL was defined as a continuity of learning experiences across different environments where students are encouraged to learn within a variety of contexts, by using various learning scenarios, while they can easily shift from one scenario or context to another (Chan et al., [<reflink idref="bib2" id="ref23">2</reflink>], p. 6). Learners in SL environments are provided with develop new meanings through a process of bridging their learning across enhanced opportunities to shape their learning contexts, to continually re-construct these contexts and to varied spaces (Sharples, [<reflink idref="bib29" id="ref24">29</reflink>]). In this perspective, seamless learners need to be active, self-directed, creative and collaborative across different environments and educational settings (Wong & Looi, [<reflink idref="bib39" id="ref25">39</reflink>]).</p> <p>In principle, SL environments can be created without any digital technology. Learners' mobility, in terms of their abilities to move from one learning space to another and to create their own learning contexts, as proposed by Chan et al. ([<reflink idref="bib2" id="ref26">2</reflink>]), can be further enhanced by using online technologies. Therefore, mobile devices, Web 2.0 (cloud) technologies and Internet connectivity are the means required to support SL contexts and to keep SL alive. To this end, early researchers agreed that the concept of mobility is developed along four interrelated dimensions (Pachler et al., [<reflink idref="bib23" id="ref27">23</reflink>]): (a) mobility of the technological means; (b) physical mobility (i.e., students' learning activities can be extended beyond the classroom); (c) social mobility, since learning is situated and implemented in social contexts and settings; and (d) mobility of learning spaces since – in contrast to formal classroom learning – the fields and the specific themes students are dealing with are open and emerging along with their interests, curiosity, and active engagement. With respect to the latter dimension, authentic learning, self-directed, and collaborative learning are the prominent pedagogical approaches.</p> <p>In this perspective, learners' mobility as well as their actions are mainly addressed to create their own learning spaces by connecting and integrating four different modes of learning experiences: (a) formal and informal learning, (b) personal, group, and social learning, (c) classroom and outdoor learning, and (d) on-line learning. Wong ([<reflink idref="bib37" id="ref28">37</reflink>]) focused on the need to reshape the learning culture in the schools in order to nurture genuine, self-directed, seamless learners; he also highlighted the need for educators to facilitate and to enculturate students' autonomous SL by developing and enacting systematic and cyclic SL processes. Similarly, Sharples ([<reflink idref="bib29" id="ref29">29</reflink>]) argued that, in successful MSL, a learner may be able to initiate and maintain the flow of learning across the various contexts. In the same vein, he suggested that SL interventions need to fully engage students into ML activities, in such a degree that they experience a continuous flow of meaning-making, irrespectively of the changes in physical and social contexts. However, this is not an easy task for both educators and students. Enabling SL, while students are moving from one context to the other, requires careful design and orchestration from the part of the teacher.</p> <p>L.-H. Wong ([<reflink idref="bib36" id="ref30">36</reflink>]) provided an in-depth analysis of the notion of SL. In addition, he proposed a framework of ten dimensions that determine "seamlessness" across the varied contexts (i.e., formal, informal, individual and social learning, time and locations, online tools and resources) and the related pedagogy that supports student learning and their transition between multiple learning tasks in SL environments. Recently, Wong & Looi ([<reflink idref="bib40" id="ref31">40</reflink>]) stressed that theorisation of MSL needs to emphasise the crossing of seams (i.e., the boundaries and the transitions between the different learning spaces in order to achieve the continuity of the learning experiences). Similarly, Nicolas & Ng ([<reflink idref="bib22" id="ref32">22</reflink>]) proposed a three-dimension model where the pedagogical considerations of SL mediate the constructs of context and content to create SL environments determined by the ubiquity of resources, learning spaces, and time. The idea that SL should be situated was further explored by Huang et al. ([<reflink idref="bib15" id="ref33">15</reflink>]) and Wong et al. ([<reflink idref="bib38" id="ref34">38</reflink>]). From its pedagogical foundation, situated learning clearly supports the seamless features of learning, since the students are provided with enhanced opportunities to interact with real-life situations, to connect classroom learning with outdoor and authentic experiences, to reflect on their experiences and, finally to interact and collaborate with classmates in order to develop meaning and construct new knowledge.</p> <p>Nevertheless, investigating and revealing possible relations and alignments between SL and the related pedagogical approaches (e.g., socio-constructivist and situated learning, self-directed learning, inquiry-based learning, collaborative learning, blended learning) constitutes an open issue to be considered in terms of both research and instructional design perspectives. Undoubtedly, mobile devices and connectivity constitute the pillar to keep SL sustainable in every context. However, toward creating a sound pedagogical framework for MSL, there is need to adopt an expansive view of SL, beyond mobile technologies per se. In this perspective, TPACK 2.0 (Jimoyiannis, [<reflink idref="bib16" id="ref35">16</reflink>]) provides a theoretical framework to consider seamlessness across of content, pedagogy, and context that transform students' learning paths while building on the varied forms of learning (i.e., self-directed, inquiry, reflective, and collaborative), knowledge sharing, and student artefacts (student-generated content).</p> <p>Considering the key findings of the current literature, the need for open pedagogical designs to harness the key features of MSL (i.e., mobility, connectivity, user autonomy, self-directed and ubiquitous learning) is emerging. Thence, while considering the needs of the present study and the design of the instructional intervention, we build and propose a pedagogical framework based on the existing literature about MSL (Wong & Looi, [<reflink idref="bib40" id="ref36">40</reflink>]; Nicolas & Ng, [<reflink idref="bib22" id="ref37">22</reflink>]) and the key pedagogical notions of TPACK 2.0 (Jimoyiannis, [<reflink idref="bib16" id="ref38">16</reflink>]).</p> <p>Our objective to integrate varied contexts and several pedagogical ideas/approaches was addressed toward combining the following contextual and pedagogical factors with the aim to facilitate, support, and maintain students' ML continuum: (a) formal and informal learning, (b) inquiry and collaborative learning, (c) situated and authentic learning, (d) autonomous and self-directed learning, (e) on-line learning resources and activities, (f) appropriate mobile technologies used as mind tools (i.e., to support students' communication, collaboration, inquiry, critical thinking and creativity). As a result, we formed a theoretical model (Figure 1) that served as an open design framework to guide the emerged student MSL activities in three mutually related learning contexts (i.e., in-class, outdoor, and online), as well as teacher's guidance and support during the SL paths that shape students' authentic learning experiences. The ultimate objective of the MSL framework, which penetrates every aspect of the present educational intervention, is to create and maintain a SL culture among students.</p> <p>PHOTO (COLOR): Figure 1. Pedagogical framework for the design of MSL activities.</p> <hd id="AN0161081979-5">Materials and method</hd> <p></p> <hd id="AN0161081979-6">Context</hd> <p>The intervention took place in a suburban primary school in Greece in the context of a K-2 subject entitled "Studying our Living Environment". According to the Greek National Curriculum, the general aim of this subject is to develop pupils' knowledge, skills, values, and attitudes toward the natural and the social environment, where human-driven activities are evolving in space and time. Toward achieving the anticipated learning outcomes, the teacher – in the role of facilitator – is expected to engage learners in activities that allow them to observe, describe, interpret, and (to some extent) predict the function, the correlations, and the interactions evolving within the socio-natural ecosystem.</p> <p>Towards achieving the abovementioned outcomes, the thematic idea "Knowing our city" was selected. The design of the present instructional intervention, and the related SL activities (classroom, outdoor, online), were based on the pedagogical framework presented in this paper. The intervention was a long-term project with a total duration of two months; a sequence of eleven MSL tasks was unfolded in both formal and informal educational settings (Figure 2). The design of the activities was addressed along three mutually related dimensions: (a) classroom sessions, (b) outdoor exploration activities, and (c) online activities. Students' activities were supported by specific digital tools while different aspects of knowledge and skills were explored (e.g., engagement, autonomy, self-regulation, collaboration).</p> <p>PHOTO (COLOR): Figure 2. Overview of the SL activities.</p> <p>To support students' learning activities a combination of diverse web applications was utilised along the educational intervention. Table 1 provides an overview of the educational activities conducted while Figure 3 presents indicative examples of student activities.</p> <p>Table 1. Timeline and description of the educational intervention.</p> <p> <ephtml> <table><thead><tr><td>Activity</td><td>Tool</td><td>Type</td><td>Duration</td><td>Seamless Learning Context</td><td>Description</td></tr><tr><td>In-class</td><td>Outdoor</td><td>Online</td></tr></thead><tbody><tr><td>Preliminary</td><td>SquidHub</td><td>Individual</td><td>2 weeks</td><td /><td /><td>✓</td><td>Familiarisation with the online communication tool</td></tr><tr><td>1</td><td>Mobile phone (camera)</td><td>Individual Collaborative</td><td>6 hours</td><td>✓</td><td>✓</td><td /><td>Educational walk, Data collection (photographs), Classroom discussion, Reflection</td></tr><tr><td>2</td><td>SquidHub</td><td>Group</td><td>-</td><td /><td /><td>✓</td><td>Information exchange (discussion on activity 2)</td></tr><tr><td>3</td><td>Mobile phone(photo library)</td><td>Collaborative</td><td>2 hours</td><td>✓</td><td /><td /><td>Data selection (photographic material)</td></tr><tr><td>4</td><td>miMind</td><td>Collaborative</td><td>4 hours</td><td>✓</td><td /><td /><td>Constructivist activity (concept map creation)</td></tr><tr><td>5</td><td>Google Docs</td><td>Whole class</td><td>2 hours</td><td>✓</td><td /><td /><td>Class discussion (role of the local authorities) Preparation of interview questions (students in the role of interviewer)</td></tr><tr><td>6</td><td>Mobile phone (camera)</td><td>Group Collaborative</td><td>4 hours</td><td /><td>✓</td><td /><td>Educational walk, Data collection (photographs) Conducting the interviews with representatives of the local authorities</td></tr><tr><td>7</td><td>Google Docs</td><td>Collaborative</td><td>2 hours</td><td>✓</td><td /><td /><td>Transcription of the interview recordings</td></tr><tr><td>8</td><td>miMind</td><td>Collaborative</td><td>2 hours</td><td>✓</td><td /><td /><td>Constructivist activity (concept map creation)</td></tr><tr><td>9</td><td>SquidHub</td><td>Whole class</td><td>-</td><td /><td /><td>✓</td><td>Online discussion (topics proposed by the teacher)</td></tr><tr><td>10</td><td>Mobile phone(photo library)</td><td>Collaborative</td><td>1 hour</td><td>✓</td><td /><td /><td>Data selection (photographic material) with argumentation</td></tr><tr><td>11</td><td>Google Presentations</td><td>Collaborative</td><td>3 hours</td><td>✓</td><td /><td>✓</td><td>Preparation of the group presentation (concept map of the city, photograph selection, brief informative text about the main places)</td></tr><tr><td>Conclusive</td><td>Classroom Computer</td><td>Whole class</td><td>2 hours</td><td>✓</td><td /><td /><td>Presentations of group work and reflection with self-assessment tasks</td></tr></tbody></table> </ephtml> </p> <p>PHOTO (COLOR): Figure 3. Indicative examples of MSL activities.</p> <hd id="AN0161081979-7">Participants</hd> <p>In total, fourteen (<reflink idref="bib14" id="ref39">14</reflink>) second-grade students (6 boys, 8 girls) participated in the present intervention using their own tablet devices (BYOD) inside and outside the classroom. Students (<reflink idref="bib4" id="ref40">4</reflink>) who did not have their own personal device were provided one tablet – which has been purchased specifically for the needs of this study by the class teacher – for the entire duration of the program. Both the school principal and the district counsellor granted written permission to the class teacher for conducting of this study.</p> <hd id="AN0161081979-8">Method</hd> <p>Aligned to the central theme of the study, the use of a strictly qualitative data collection approach was considered to be the most efficient and effective way to identify and highlight students' different points of view (Durak & Çankaya, [<reflink idref="bib9" id="ref41">9</reflink>]). Under this consideration, the descriptive case study approach was selected. This decision enabled us to explore the application of different theories, on a very specific context like this, and further allowed to examine the subject under investigation holistically and in real conditions (Cohen et al., [<reflink idref="bib7" id="ref42">7</reflink>]).</p> <p>In small-scale studies (in terms of participating subjects), the use of interviews is recommended to gather primary data with the aim to highlight critical elements affecting the outcomes of specific processes. Interviews enable participants to present their views, describe their experience, and communicate their thoughts, opinions, and feelings toward a specific phenomenon. To ensure credibility and integrity of the research method both individual and group semi-structured interviews were used, since they provide a flexible and complimentary way to gather primary research data (Cohen et al., [<reflink idref="bib7" id="ref43">7</reflink>]). The interview process was communicated to the students as a self-evaluation activity; the class-teacher undertook the role of interviewer.</p> <hd id="AN0161081979-9">Data collection</hd> <p>Group interviews enabled students to present their work (i.e., produced artefacts, assignments) and further allowed them to justify their decisions while discussing their collaborative practices (i.e., encountered difficulties, benefits of teamwork). In addition, students were given the opportunity to describe anything else that happened within their group during the implementation of the project activities. All group interviews were conducted on the last day of the intervention but in different sessions (average duration per group 5–7 minutes). Whereas, where possible, the interviewer was encouraging them to self-evaluate and reflect on their practices.</p> <p>Individual interviews were carried out one day after the project was completed with the aim to reveal students' personal views related to the educational intervention and their SL experiences. Likewise, the students communicated their feelings and thoughts about the activities in which they participated and further evaluated the educational intervention in accordance with their personal criteria. Each interview lasted approximately for 5–7 minutes with nine open-ended questions supporting their conduct.</p> <hd id="AN0161081979-10">Data analysis</hd> <p>Qualitative studies aim to identify, describe, and report repetitive semantic patterns, the so-called themes, which emerge from the primary research data. Due to its freedom and flexibility, thematic analysis is considered as the most appropriate method to analyse and interpret qualitative data. The interview data of the present study were transcribed, analysed, and categorised in order to identify emerging themes. A constant comparison method was used in an inductive manner. The process included preliminary exploratory analysis and familiarisation with the data, open coding, identifying and creating categories, reduction and connection of codes, reviewing and defining themes, description and interpretation of the findings (Cohen et al., [<reflink idref="bib7" id="ref44">7</reflink>]).</p> <hd id="AN0161081979-11">Results</hd> <p>The thematic analysis of students' interview data revealed a variety of critical factors which represent their perceptions and views toward MSL. The factors identified were classified into the following themes: <emph>(a)</emph> connecting in-class and outdoor activities; <emph>(b)</emph> connecting in-class and online activities; <emph>(c)</emph> team-working practices; <emph>(d)</emph> collaborative creation of artefacts (deliverables); <emph>(e)</emph> online discussion among pupils; and <emph>(f)</emph> changing views of mobile devices. Specific quotes, as elicited from the interview transcripts, are used to further contextualise the categories of factors revealed within the key themes above. In the following interview quotes, <emph>T</emph> represents the teacher and <emph>S</emph><subs>i</subs> the individual students.</p> <hd id="AN0161081979-12">Connecting in-class and outdoor activities</hd> <p>Students, both individually and in groups, made positive comments regarding the extension of the learning activities and schoolwork outside the classroom context. In fact, connection between in-class and outdoor activities and collection of raw material for the needs of their project (i.e., taking photographs, interviewing individuals from the local authorities), were the main source of students' satisfaction and joy.</p> <p> <emph>S7: I liked that we walked in the city centre with our tablets ... we conducted the interview in the Citizen Service Centre ... and then we created the concept map with the most important buildings of the city.</emph> </p> <p> <emph>S13: I liked conducting the interviews (with the priest and the employee of the Citizen Service Centre), taking photos from many buildings, shops and others.</emph> </p> <p>The students also appreciated the fact that the data collection was also streamlined toward their personal interests.</p> <p> <emph>S10: It was our (group) choice to present some old buildings.</emph> </p> <p>Lastly, the students discussed positively the use of mobile devices outside classroom, an act unprecedented for them, as it stimulated their interest and motivation to actively participate.</p> <p> <emph>S6: I loved going for school walks at the square with my tablet. It was the first time ...</emph> </p> <p> <emph>S7: Most of all I liked that we created the map [of the city center] ... we have written all the words we learned (i.e., city places, shops) ... we can see those words again from the map.</emph> </p> <hd id="AN0161081979-13">Connecting in-class and online activities</hd> <p>Using mobile devices increased students' motivation to engage in both, in-class and online, learning activities. Participants were also satisfied with online communication and collaboration practices as they enabled them to progress with their tasks outside the school hours and to work on their assignments from home. Moreover, new possibilities for collaboration were also identified as important motivational factor.</p> <p> <emph>S4: I was using my tablet to respond to the questions [homework assignment] ... I was uploading information and photographs.</emph> </p> <p> <emph>S7: I did all the online assignments ... I downloaded some photos ... I was discussing with other children.</emph> </p> <p>The positive stance that students had toward the intervention is also attributed to the fact that this was the first time they could utilise mobile devices at home for purposes different than entertainment.</p> <p> <emph>S1: We wouldn't be able otherwise to share ideas when we were out of class.</emph> </p> <p> <emph>S11: I like very much communicating from distance with my classmates, especially using my tablet.</emph> </p> <hd id="AN0161081979-14">Teamwork and collaboration</hd> <p>Aligned to the nature of the educational activities, students were encouraged to collaborate and work in groups. To this end, teamwork was considered to be a strong aspect of this particular educational intervention as most students were actively engaged in the collaborative activities.</p> <p> <emph>S2: Collaborating with others we can achieve better results.</emph> </p> <p> <emph>S1: Working as a team we can share the workload ... and we can complete our tasks quickly.</emph> </p> <p> <emph>S12: We could think of new ideas together in the group ... Let's say, I was thinking with the others, and I could agree or not.</emph> </p> <p>Likewise, they also welcomed the opportunity to discuss and collaborate on matters related to their activities, especially from their home.</p> <p> <emph>S6: I could talk to my classmates from home, using my tablet; otherwise we couldn't meet each other ...</emph> </p> <p>As an exception, we identified a couple of students who deliberately distanced themselves from their team-members.</p> <p> <emph>T: How did you work with each other?</emph> </p> <p> <emph>S11: I don't know ... It was bad! [laughing].</emph> </p> <p> <emph>S10: We collaborated.</emph> </p> <p> <emph>S11: Not always.</emph> </p> <p>Participants also acknowledged that the MSL approach enabled them to offer and receive support from their classmates as well as to learn from each other. In either case, all students recognised the benefits of collaboration by emphasising on achieving common goals, overcoming difficulties and completing their tasks effectively and quickly.</p> <p> <emph>S4: My classmates could share their knowledge with me. I could also tell them something new, something that they didn't know.</emph> </p> <p> <emph>S12: Ii is not easy to do everything alone.</emph> </p> <p> <emph>S2: We could complete a task faster when working as a team.</emph> </p> <p>However, individuals' temperament seems to influence students' attitude towards CL, as a portion of them stated that it suits their learning style, while others would rather avoid it:</p> <p> <emph>S11: I prefer working alone rather than with S10 or anyone else.</emph> </p> <p>A notable obstacle that arose was the difficulty that the group members had in sharing responsibilities. In particular, some students sought to take a leading role within their group without, however, the consent of other members. This action caused an occasional halt in the work progression, but students managed to overcome this issue themselves with dialogue.</p> <p> <emph>S12: S13 thought that he was the team leader.</emph> </p> <p>In contrast, others were occasionally abstained from their group work as they had chosen to either work independently:</p> <p> <emph>S11: I prefer working alone rather than with anyone else.</emph> </p> <p>In another case, of one pupil who did not participate in certain activities at all, the team-members reacted and tried to re-engage him back to the team activities.</p> <p> <emph>S12: S14 was a bit absent-minded, dealing with irrelevant things.</emph> </p> <p> <emph>T: Did you do anything to help them concentrate?</emph> </p> <p> <emph>S12: Yes. We told him "calm down"</emph> </p> <p> <emph>S13: ... You can help us.</emph> </p> <hd id="AN0161081979-15">Collaborative creation of artefacts</hd> <p>All participants found the MSL activities interesting and joyful, although demanding. The reported as the most challenging tasks the processing of the material gathered and the creation of group presentations. However, as revealed from the individual interviews, students were divided with regards to creating the concept maps and the final presentation; some of them found those activities enjoyable and interesting while others considered them particularly difficult and tedious.</p> <p> <emph>S4: We had difficulties with miMind. We had to write so much there.</emph> </p> <p> <emph>S13: It was difficult to find all the information needed for the presentation. We could find the address but not the usage of every building.</emph> </p> <p>However, despite the negative feelings that some students had, the majority of them expressed their willingness to continue working on their concept maps and presentations by collecting additional material in future city tours.</p> <p> <emph>S10: I would like to add more buildings to our map and learn more about these.</emph> </p> <p>Another interesting result is that team working encourages and motivates students to intensify their efforts in order to overcome the obstacles they faced and complete their work.</p> <p> <emph>S9: I loved everything we have done with the tablets ... and getting help form classmates in our group.</emph> </p> <hd id="AN0161081979-16">Online discussion among pupils</hd> <p>On-line group activities and class-wide discussions were supported by the SquidHub platform, which was used by the students for communication and collaboration while being at home. Issues related to the learning activities were discussed and were occasionally accompanied by exchanging raw material.</p> <p> <emph>S2: I could talk to my friends, from distance, about school, class lessons ... and we were doing our homework there (on SquidHub).</emph> </p> <p> <emph>S6: I could talk to my classmates from distance. We could also discuss about our activities with the tablet.</emph> </p> <p>Some students also considered online communication as a chance to reflect on in-class activities and discuss about their future plans and actions.</p> <p> <emph>S12: I was thinking about the town hall ... I looked back at our work.</emph> </p> <p>Not surprisingly, students were also observed holding more relaxed and ludic conversations – not related to the learning activities or content – as they helped them to develop a more positive attitude towards distance communication and cooperation with their classmates. On the other hand, some students were less inclined to remotely engage with their fellows, were expressing their views only when they were asked to do by their teacher.</p> <p> <emph>S10: Well, I did only the activities and the tasks assigned by the teacher. I did not take any initiative to collaborate with classmates.</emph> </p> <p> <emph>S4: Sometimes, I was talking [online] with classmates ... because I missed them.</emph> </p> <hd id="AN0161081979-17">Student perceptions of the MSL activities</hd> <p>Overall, the pupils were satisfied and occasionally enthusiastic about their participation in this intervention. The opportunity offered to them to bring and use their tablets into the classroom, the novel features of the SL project, the connection between the activities (in-class, outdoor, online), as well as their online communication and the collaborative/group activities were amongst the key factors that promoted students' interest and motivation to actively participate. The following quotes provide some indicative examples of the views that students maintained over the MSL activities:</p> <p> <emph>S4: It was very very nice!! ... I liked bringing my tablet to school ... It was a surprise to bring our tablets to school.</emph> </p> <p> <emph>S13: It was something different, because we were not writing in the exercise book.</emph> </p> <hd id="AN0161081979-18">Changing views of mobile devices</hd> <p>The students also demonstrated clear signs of understanding the potential of mobile devices as a learning tool and their interest to use mobile devices in many other learning subjects. In addition, they proposed expanding the use of mobile learning practices across the K-2 curriculum.</p> <p> <emph>S5: I would like to use the tablets in maths, Greek language and all the other subjects ...</emph> </p> <p> <emph>S11: I would like to do all my lessons, every day, with the tablets ....</emph> </p> <p>By taking advantage of the capabilities that mobile devices offer, the students felt that the learning activities became more attractive, compared to the conventional ones, and the subject under study more interesting. Moreover, this intervention enabled them to formed new perceptions regarding the potential of mobile devices with regards to acquiring new knowledge and developing new skills.</p> <p> <emph>S1: The activities helped us learn new things; e.g., the meaning of the acronyms regarding public services ... I could find something new that I don't know and it is not included in my books.</emph> </p> <p>However, despite the advantages that the integration of mobile devices brought to the educational process, the students also mentioned some technical difficulties which affected the implementation of the educational activities and the way they experienced them. The main difficulties were related to internet connection problems at home and failures/malfunctions of the mobile devices, which affected students' participation to both, remote and in-class learning activities.</p> <p> <emph>T: Why are you presenting this mind map? What happened to the other one?</emph> </p> <p> <emph>S10: It was deleted by mistake.</emph> </p> <p> <emph>T: Did you do your homework using your tablet?</emph> </p> <p> <emph>S14: No ... Because I do not have an internet connection.</emph> </p> <hd id="AN0161081979-19">Discussion</hd> <p>In this study we explored the perceptions that second grade primary school pupils have about MSL based on the idea of bridging in-class, outdoor, and online activities in the context of the "Studying our Living Environment" subject. The findings supported the idea that the proposed framework for the design SL activities was effective to promote students' engagement by connecting in-class, outdoor, and online activities that promote knowledge construction, ideas' sharing, and collaboration with classmates. In addition, they provided evidence that MSL, situated in the wider socio-cultural and educational context, can enhance students' motivation, active participation, and learning achievements (Huang et al., [<reflink idref="bib15" id="ref45">15</reflink>]; Wong et al., [<reflink idref="bib38" id="ref46">38</reflink>]). Engaged pupils collected important information related to the social life of their city and the wider social environment they belong, they took photos of interesting places and buildings around the city centre, they carried out short interviews with locals and used various forms of information. Along the way, they used the gathered material to create their own digital artefacts (e.g., concept maps), they presented their creations to classmates and reflected on their experiences during the in-class and/or online discussions.</p> <p>The outcomes of the present study are also in agreement with the findings of Tortorella and Graf ([<reflink idref="bib34" id="ref47">34</reflink>]) who reported that the use of mobile devices in context-aware learning settings cultivates students' understanding towards ML and leads them to adopt similar practices in their daily learning routine. The added value of MSL is also identified on the opportunity given to the student-groups to share the learning material and other digital resources from anywhere and at any time. Such exploratory processes encouraged the interdisciplinary development of knowledge (Prieto et al., [<reflink idref="bib25" id="ref48">25</reflink>]) and allowed students to collect information both from the inanimate parts of the context that is being researched and from the people who are active within it (Zimmerman & Land, [<reflink idref="bib42" id="ref49">42</reflink>]).</p> <p>Allowing students to adapt their learning process to their interests and likings is one of the most important elements that educators should consider when designing MSL interventions (Sun & Looi, [<reflink idref="bib32" id="ref50">32</reflink>]), as it enhances students' interest in the learning activities and thus, ensures the attainment of the learning outcomes (Tortorella & Graf, [<reflink idref="bib34" id="ref51">34</reflink>]). Students maintained an enthusiastic stance toward using mobile devices; they perceived MSL activities as more attractive and the subject under study as more interesting. Our findings also indicated that online communication and remote collaboration appeared effective to maintain students' connection with the topic under study, to facilitate exchanging of ideas and digital material, to promote reflection and to delve into matters of their interest as part of their active engagement and investigation.</p> <p>As Grace and Lee ([<reflink idref="bib11" id="ref52">11</reflink>]) underline, students' participation in authentic learning experiences, aided by mobile devices, helps them not only to acquire the desired knowledge, but also to develop relevant skills and competences. Similarly, Cornelius and Shanks ([<reflink idref="bib8" id="ref53">8</reflink>]) concur the potential of mobile devices as a learning tool in developing students' understanding. Our findings are in complete agreement with the above, since the young pupils acknowledged that the use of mobile devices enabled them to acquire new knowledge and develop new skills.</p> <p>On the other side, a couple of participants reported technical difficulties that affected their engagement in educational activities and their overall experience as well. Similar problems were also identified in previous studies (Grant et al., [<reflink idref="bib12" id="ref54">12</reflink>]; Pegrum et al., [<reflink idref="bib24" id="ref55">24</reflink>]). Nevertheless, in the present case, the technical obstacles did not prevent students from learning or thereof, enjoying the overall process.</p> <p>Confirming the findings or previous studies (Grace & Lee, [<reflink idref="bib11" id="ref56">11</reflink>]; Sung et al., [<reflink idref="bib31" id="ref57">31</reflink>]), most students were actively engaged in the collaborative activities and all of them highlighted the benefits of collaborative learning, in terms of motivation, learning outcomes and encouragement to overcome difficulties. Students' online communication and collaboration supported not only the group bonding but also the class bonding, especially at times when online communication had little or no relation to the activities.</p> <p>Students' satisfaction of mobile learning was attributed to the fact that the control of learning is transferred from teacher to students (Grace & Lee, [<reflink idref="bib11" id="ref58">11</reflink>]). The results of the present study are in agreement with this claim, as peer-learning and peer-tutoring were spontaneously used by many students, both in-class and online. In addition, collaborative creation of digital artefacts, perceived as an interesting and joyful activity from most students despite that it is a demanding task. Students' refuse or failure to collaborate was reported only in a couple of cases in this study. Collective effectiveness, as presented by Chen and Hwang ([<reflink idref="bib4" id="ref59">4</reflink>]), was named by the students as the most important factor of collaborative learning that influenced their participation to the group activities, even though working individually was their preference.</p> <p>Interconnecting the school context with the local community and the family environment is a major objective of the "Studying our Living Environment" curriculum. The importance of placing learning within local communities, histories, cultural practices and interactions, under scenarios that encourage students to actively transform information to disciplinary knowledge, was highlighted by Zimmerman and Land ([<reflink idref="bib42" id="ref60">42</reflink>]). The findings of the present study confirmed the positive impact of MSL on students' motivation and their engagement in connecting new knowledge from different contexts (Grant et al., [<reflink idref="bib12" id="ref61">12</reflink>]; Pegrum et al., [<reflink idref="bib24" id="ref62">24</reflink>]).</p> <p>In conclusion, the present study provided supportive evidence that MSL, when applied in authentic learning contexts, have enhanced outcomes in terms of students' engagement and learning achievements. The added-value of the present intervention was found to be on: <emph>(a)</emph> the use of mobile devices, which students considered to be a particularly innovative practice, <emph>(b)</emph> the structure of MSL activities, situated in the context of local community and emphasized on students' active engagement and participation (i.e., collection and processing of raw material, collaborative creation of digital artefacts), and <emph>(c)</emph> on the alternative nature of the communication and collaboration practices that were followed, both during students' in-person and online interaction. The aforementioned influenced students' interest over the learning activities, their motivation to focus on the assigned tasks as well as their dedication to the group goals.</p> <hd id="AN0161081979-20">Implications for practice</hd> <p>This study is expected to appear in a period that the pandemic of COVID-19 had a disruptive impact in traditional education, since it forced teachers to transfer their instruction online. In their efforts to design this transition, many teachers were experimenting with new tools and new forms of educational interaction while they needed to develop new competencies related to the integration of digital technologies in online and/or blended classrooms (Jimoyiannis et al., [<reflink idref="bib17" id="ref63">17</reflink>]). In our attempt to progressively interpret this new situation in the schools, after COVID-19, we expect that a new educational environment will be created in primary and secondary schools, which will be friendly toward adopting online and ML technologies as well as blended learning practices.</p> <p>Nevertheless, integrating MSL practices into regular learning processes is a complex task, as educators have to concurrently activate their instructional design skills and devote much time toward supporting students' active engagement in both, classroom and outdoor learning activities (Wong & Looi, [<reflink idref="bib40" id="ref64">40</reflink>]; Nicolas & Ng, [<reflink idref="bib22" id="ref65">22</reflink>]). As highlighted by Sun and Looi ([<reflink idref="bib32" id="ref66">32</reflink>]), teachers need to facilitate students' engagement and support their transition to learning paths across seamless contexts. Therefore, designing MSL activities is even more demanding and challenging task after considering that pupils of this age have considerably less exposure to digital learning technologies while they are also being at their early/fundamental stages of knowledge construction.</p> <p>Considering that mobile technologies will be continually evolving, along with our students' behaviour and ways of thinking, it is quite clear that, within the next few years, they will be the dominant technological means to support dynamic classroom contexts in the schools. In this direction, the current policies for digital education in the schools, across European countries, are addressed to creating highly equipped and connected classrooms and promoting ML approaches (like BYOD) in the schools (European Commission, [<reflink idref="bib10" id="ref67">10</reflink>]).</p> <p>In addition, the shift of dynamics of emotions, concentration, and performance inside and outside the classroom, is an element that teaches who intend on integrating MSL practices must be able to facilitate. As Jimoyiannis et al. ([<reflink idref="bib18" id="ref68">18</reflink>]) underlined, teachers are called to renounce the role of the knowledge possessor by shifting their work from the teacher-centred didactic approaches to student-centred learning processes, where students learn actively, autonomously, and collaboratively. Another shift should also occur in the spatiotemporal context of learning, with the schools being more open to the local society so as to facilitate the ubiquitous nature that knowledge has in the modern society.</p> <p>In this perspective, K-12 teachers' preparation and developing the abilities needed to teach in blended environments should be a priority for the educational systems around the world (Short et al., [<reflink idref="bib30" id="ref69">30</reflink>]). Therefore, teachers should be able to harnesses the capabilities of mobile technologies to re-organise and adapt their instructional choices in new, authentic contexts. The model of Technological Pedagogical Content Knowledge (TPACK) provides a sound theoretical foundation to support the integration of mobile technologies in education as well as teachers' preparation (Lai et al., [<reflink idref="bib21" id="ref70">21</reflink>]; Roussinos & Jimoyiannis, [<reflink idref="bib26" id="ref71">26</reflink>]). Teachers' professional development and support programs should be focused on an integrated body of teachers' knowledge and skills to design and implement meaningful, constructive and efficient uses of mobile and online technologies, incorporated to specific learning contexts, in order to help students achieve the desired learning outcomes (Jimoyiannis, [<reflink idref="bib16" id="ref72">16</reflink>]).</p> <hd id="AN0161081979-21">Limitations and future work</hd> <p>The findings shown that MSL designs can be integrated in the curriculum of primary schools but may not be generalizable to other contexts and types of MSL, since they are limited by the design features, the context of implementation and the specific sample. However, the present investigation provided a critical insight into various aspects of learning and could serve as background for further research and empirical testing of MSL, beyond primary education and the Greek educational context. Likewise, case studies with similar structure (i.e., primary school, second grade, small sample, suburban location) can reinforce the current conclusions and, in conjunction, support the development of stronger generalisations.</p> <p>Future research could be directed toward exploring MSL interventions in various educational levels and subjects, using different pedagogical approaches and digital tools, with larger samples, and, possibly, in programs of longer duration so as to shed light in the many aspects of MSL and make its educational value more visible and understandable. A proposal that emerges from the students per se, concerns the implementation of MSL interventions in different educational subjects. Moreover, it would be of particular interest to explore the potential of this approach also in non-formal contexts (museums, archaeological sites). Finally, since a significant part of students' SL activities was taking place at home, with their mobile devices, exploring parents' views in relation to students' motivation and learning engagement at home could reveal critical aspects that cannot otherwise be identified.</p> <hd id="AN0161081979-22">Acknowledgments</hd> <p>The authors would like to express their sincere gratitude to the participating students, their parents, the school principal, the informatics teacher of the school, and the local community for supporting this study.</p> <hd id="AN0161081979-23">Availability of data and material</hd> <p>Anonymised data that support the findings of this study are available from the corresponding author upon reasonable request.</p> <hd id="AN0161081979-24">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0161081979-25"> <title> References </title> <blist> <bibl id="bib1" idref="ref6" type="bt">1</bibl> <bibtext> Burden, K., Kearney, M., Schuck, S., & Hall, T. (2019). Investigating the use of innovative mobile pedagogies for school-aged students: A systematic literature review. Computers & Education, 138, 83 – 100. https://doi.org/10.1016/j.compedu.2019.04.008</bibtext> </blist> <blist> <bibl id="bib2" idref="ref23" type="bt">2</bibl> <bibtext> Chan, T.-W., Roschelle, J., Hsi, S., Kinshuk Sharples, M., Brown, T., and Hoppe, U. (2006). One-to-one technology-enhanced learning: An opportunity for global research collaboration. Research and Practice in Technology-Enhanced Learning, 1 (1), 3 – 29. https://doi.org/10.1142/S1793206806000032</bibtext> </blist> <blist> <bibl id="bib3" idref="ref18" type="bt">3</bibl> <bibtext> Chee, K. N., Yahaya, N., Ibrahim, N. H., & Noor Hassan, M. (2017). Review of mobile learning trends 2010-2015: A meta-analysis. Educational Technology & Society, 20 (2), 113 – 126.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref40" type="bt">4</bibl> <bibtext> Chen, C. H., & Hwang, G. J. (2017). Effects of the team competition-based ubiquitous gaming approach on students' interactive patterns, collective efficacy and awareness of collaboration and communication. Educational Technology & Society, 20 (1), 87 – 98.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref7" type="bt">5</bibl> <bibtext> Christopoulos, A., & Sprangers, P. (2021). Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8 (1), 1964690. https://doi.org/10.1080/2331186X.2021.1964690</bibtext> </blist> <blist> <bibl id="bib6" idref="ref16" type="bt">6</bibl> <bibtext> Chu, H. C. (2014). Potential negative effects of mobile learning on students' learning achievement and cognitive load–a format assessment perspective. Educational Technology & Society, 17 (1), 332 – 344.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref42" type="bt">7</bibl> <bibtext> Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref53" type="bt">8</bibl> <bibtext> Cornelius, S., & Shanks, R. (2017). Expectations and challenges: The implementation of mobile devices in a Scottish primary school. Technology, Pedagogy and Education, 26 (1), 19 – 31. https://doi.org/10.1080/1475939X.2016.1153513</bibtext> </blist> <blist> <bibl id="bib9" idref="ref21" type="bt">9</bibl> <bibtext> Durak, G., & Çankaya, S. (2018). Seamless learning: A scoping systematic review study. Journal of Education and E-Learning Research, 5 (4), 225 – 234.</bibtext> </blist> <blist> <bibtext> European Commission. (2019). 2nd survey of schools: ICT in education – objective 2: Model for a 'highly equipped and connected classroom'.</bibtext> </blist> <blist> <bibtext> Grace, T. P. L., & Lee, T. K. T. (2014). Designing of authentic learning mediated by mobile technology for primary school learners. Journal of the International Society for Teacher Education, 18 (1), 42.</bibtext> </blist> <blist> <bibtext> Grant, M. M., Tamim, S., Brown, D. B., Sweeney, J. P., Ferguson, F. K., & Jones, L. B. (2015). Teaching and learning with mobile computing devices: Case study in K-12 classrooms. TechTrends, 59 (4), 32 – 45.</bibtext> </blist> <blist> <bibtext> Gumbheer, C. P., Khedo, K. K., & Bungaleea, A. (2022). Personalized and adaptive context-aware mobile learning: Review, challenges and future directions. Education and Information Technologies, 27, 7491 – 7517. https://doi.org/10.1007/s10639-022-10942-8</bibtext> </blist> <blist> <bibtext> Hsu, Y. C., & Ching, Y. H. (2015). A review of models and frameworks for designing mobile learning experiences and environments. Canadian Journal of Learning and Technology, 41 (3), 1 – 21.</bibtext> </blist> <blist> <bibtext> Huang, C. S. J., Yang, S. J. H., Chiang, T. H. C., & Su, A. Y. S. (2016). Effects of situated mobile learning approach on learning motivation and performance of EFL students. Educational Technology & Society, 19 (1), 263 – 276.</bibtext> </blist> <blist> <bibtext> Jimoyiannis, A. (2015). TPACK 2.0: Towards a framework guiding Web 2.0 integration in educational practice. In M. S. Khine (Ed.), New directions in technological pedagogical content knowledge research multiple perspectives (pp. 83 – 108). Information Age Publishing.</bibtext> </blist> <blist> <bibtext> Jimoyiannis, A., Koukis, N., & Tsiotakis, P. (2021). Shifting to emergency remote teaching due to the COVID-19 pandemic: An investigation of greek teachers' beliefs and experiences. In A. Reis, J. Barroso, J. B. Lopes, T. Mikropoulos, & C.-W. Fan (Eds.), Technology and innovation in learning, teaching and education (pp. 320 – 329). Springer.</bibtext> </blist> <blist> <bibtext> Jimoyiannis, A., Tsiotakis, P., Roussinos, D., & Siorenta, A. (2013). Preparing teachers to integrate Web 2.0 in school practice: Toward a framework for pedagogy 2.0. Australasian Journal of Educational Technology, 29 (2), 248–267. https://doi.org/10.14742/ajet.157</bibtext> </blist> <blist> <bibtext> Kumar, B. A., & Chand, S. S. (2019). Mobile learning adoption: A systematic review. Education and Information Technologies, 24 (1), 471 – 487.</bibtext> </blist> <blist> <bibtext> Lai, C. L. (2020). Trends of mobile learning: A review of the top 100 highly cited papers. British Journal of Educational Technology, 51 (3), 721 – 742. https://doi.org/10.1111/bjet.12884</bibtext> </blist> <blist> <bibtext> Lai, D., Ling, L. S., & Yin, O. S. (2021). Pedagogical framework with integration of TPACK for mobile interactive system in teaching mathematics. In R. Alfred, H. Iida, H. Haviluddin & P. Anthony (Eds.), Computational science and technology (pp. 27 – 40). Springer Nature.</bibtext> </blist> <blist> <bibtext> Nicholas, H., & Ng, W. (2019). Mobile Seamless Learning and its pedagogy. In C. K. Looi (Eds.), Seamless Learning (pp. 261 – 280). Singapore : Springer.</bibtext> </blist> <blist> <bibtext> Pachler, N., Bachmair, B., & Cook, J. (2010). Mobile learning: structures, agency, cultural practices. New York: Springer.</bibtext> </blist> <blist> <bibtext> Pegrum, M., Oakley, G., & Faulkner, R. (2013). Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. Australasian Journal of Educational Technology, 29 (1), 66 – 81. https://doi.org/10.14742/ajet.64</bibtext> </blist> <blist> <bibtext> Prieto, L., Arreguín-Anderson, M. G., Yuen, T. T., Ek, L. D., Sánchez, P., Machado-Casas, M., & García, A. (2016). Four cases of a sociocultural approach to mobile learning in La Clase Mágica, an afterschool technology club. Interactive Learning Environments, 24 (2), 345 – 356. https://doi.org/10.1080/10494820.2015.1113711</bibtext> </blist> <blist> <bibtext> Roussinos, D., & Jimoyiannis, A. (2019). Examining primary education teachers' perceptions of TPACK and the related educational context factors. Journal of Research on Technology in Education, 51 (4), 377 – 397. https://doi.org/10.1080/15391523.2019.1666323</bibtext> </blist> <blist> <bibtext> Rusman, E., Tan, E., & Firssova, O. (2018, November). Dreams, realism and critics of stakeholders on implementing Seamless Learning Scenario's in Dutch Secondary education. In World Conference on Mobile and Contextual Learning (pp. 88 – 96).</bibtext> </blist> <blist> <bibtext> Shadiev, R., Hwang, W. Y., & Huang, Y. M. (2017). Review of research on mobile language learning in authentic environments. Computer Assisted Language Learning, 30 (3–4), 284 – 303. https://doi.org/10.1080/09588221.2017.1308383</bibtext> </blist> <blist> <bibtext> Sharples, M. (2015). Seamless learning despite context. In L.-H. Wong, M. Milrad, & M. Specht (Eds.), Seamless learning in the age of mobile connectivity (pp. 41 – 55). Springer.</bibtext> </blist> <blist> <bibtext> Short, C. R., Graham, C. R., Holmes, T., Oviatt, L., & Bateman, H. (2021). Preparing teachers to teach in K-12 blended environments: A systematic mapping review of research trends, impact, and themes. TechTrends, 65 (6), 993 – 1009. https://doi.org/10.1007/s11528-021-00626-4</bibtext> </blist> <blist> <bibtext> Sung, H. Y., Hwang, G. J., & Chang, Y. C. (2016). Development of a mobile learning system based on a collaborative problem-posing strategy. Interactive Learning Environments, 24 (3), 456 – 471. https://doi.org/10.1080/10494820.2013.867889</bibtext> </blist> <blist> <bibtext> Sun, D., & Looi, C. K. (2017). Focusing a mobile science learning process: Difference in activity participation. Research and Practice in Technology Enhanced Learning, 12 (1), 1 – 17. https://doi.org/10.1186/s41039-016-0040-6</bibtext> </blist> <blist> <bibtext> Toh, Y., So, H. J., Seow, P., & Chen, W. (2017). Transformation of participation and learning: Three case studies of young learners harnessing mobile technologies for seamless science learning. The Asia-Pacific Education Researcher, 26 (5), 305 – 316. https://doi.org/10.1007/s40299-017-0350-5</bibtext> </blist> <blist> <bibtext> Tortorella, R. A., & Graf, S. (2017). Considering learning styles and context-awareness for mobile adaptive learning. Education and Information Technologies, 22 (1), 297 – 315. https://doi.org/10.1007/s10639-015-9445-x</bibtext> </blist> <blist> <bibtext> Tsai, P. S., Tsai, C. C., & Hwang, G. H. (2016). The effects of instructional methods on students' learning outcomes requiring different cognitive abilities: Context-aware ubiquitous learning versus traditional instruction. Interactive Learning Environments, 24 (7), 1497 – 1510. https://doi.org/10.1080/10494820.2015.1035730</bibtext> </blist> <blist> <bibtext> Wong, L.-H. (2012). A learner-centric view of mobile seamless learning. British Journal of Educational Technology, 43 (1), 19 – 23. https://doi.org/10.1111/j.1467-8535.2011.01245.x</bibtext> </blist> <blist> <bibtext> Wong, L. H. (2013). Enculturating self-directed learners through a facilitated seamless learning process framework. Technology, Pedagogy and Education, 22 (3), 319 – 338. https://doi.org/10.1080/1475939X.2013.778447</bibtext> </blist> <blist> <bibtext> Wong, L.-H., King, R. B., Chai, C. S., & Liu, M. (2016). Seamlessly learning Chinese: Contextual meaning making and vocabulary growth in a seamless Chinese as a second language learning environment. Instructional Science, 44 (5), 399 – 422. https://doi.org/10.1007/s11251-016-9383-z</bibtext> </blist> <blist> <bibtext> Wong, L. H., & Looi, C. K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57 (4), 2364 – 2381. https://doi.org/10.1016/j.compedu.2011.06.007</bibtext> </blist> <blist> <bibtext> Wong, L. H., & Looi, C. K. (2019). The conceptual niche of seamless learning: An invitation to dialogue. In C. K. Looi, L.-H. Wong, C. Glahn & S. Cai (Eds.), Seamless learning (pp. 3 – 27). Springer.</bibtext> </blist> <blist> <bibtext> Xu, S., & Zhu, S. (2020). Factors influencing K-12 teachers' intention to adopt mobile devices in teaching. Computers in the Schools, 37 (4), 292 – 309. https://doi.org/10.1080/07380569.2020.1830257</bibtext> </blist> <blist> <bibtext> Zimmerman, H. T., & Land, S. M. (2014). Facilitating place-based learning in outdoor informal environments with mobile computers. TechTrends, 58 (1), 77 – 83.</bibtext> </blist> </ref> <aug> <p>By Athina Devourou; Athanasios Christopoulos and Athanassios Jimoyiannis</p> <p>Reported by Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib25" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib34" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib39" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib40" firstref="ref4"></nolink> <nolink nlid="nl5" bibid="bib29" firstref="ref5"></nolink> <nolink nlid="nl6" bibid="bib24" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib27" firstref="ref9"></nolink> <nolink nlid="nl8" bibid="bib13" firstref="ref10"></nolink> <nolink nlid="nl9" bibid="bib20" firstref="ref11"></nolink> <nolink nlid="nl10" bibid="bib41" firstref="ref12"></nolink> <nolink nlid="nl11" bibid="bib14" firstref="ref13"></nolink> <nolink nlid="nl12" bibid="bib35" firstref="ref14"></nolink> <nolink nlid="nl13" bibid="bib33" firstref="ref15"></nolink> <nolink nlid="nl14" bibid="bib32" firstref="ref17"></nolink> <nolink nlid="nl15" bibid="bib19" firstref="ref19"></nolink> <nolink nlid="nl16" bibid="bib28" firstref="ref20"></nolink> <nolink nlid="nl17" bibid="bib23" firstref="ref27"></nolink> <nolink nlid="nl18" bibid="bib37" firstref="ref28"></nolink> <nolink nlid="nl19" bibid="bib36" firstref="ref30"></nolink> <nolink nlid="nl20" bibid="bib22" firstref="ref32"></nolink> <nolink nlid="nl21" bibid="bib15" firstref="ref33"></nolink> <nolink nlid="nl22" bibid="bib38" firstref="ref34"></nolink> <nolink nlid="nl23" bibid="bib16" firstref="ref35"></nolink> <nolink nlid="nl24" bibid="bib42" firstref="ref49"></nolink> <nolink nlid="nl25" bibid="bib11" firstref="ref52"></nolink> <nolink nlid="nl26" bibid="bib12" firstref="ref54"></nolink> <nolink nlid="nl27" bibid="bib31" firstref="ref57"></nolink> <nolink nlid="nl28" bibid="bib17" firstref="ref63"></nolink> <nolink nlid="nl29" bibid="bib10" firstref="ref67"></nolink> <nolink nlid="nl30" bibid="bib18" firstref="ref68"></nolink> <nolink nlid="nl31" bibid="bib30" firstref="ref69"></nolink> <nolink nlid="nl32" bibid="bib21" firstref="ref70"></nolink> <nolink nlid="nl33" bibid="bib26" firstref="ref71"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1373099
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Mobile Seamless Learning in Primary Education: A Case Study on Second Grade Students in Greece
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Devourou%2C+Athina%22">Devourou, Athina</searchLink><br /><searchLink fieldCode="AR" term="%22Christopoulos%2C+Athanasios%22">Christopoulos, Athanasios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1809-5525">0000-0002-1809-5525</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jimoyiannis%2C+Athanassios%22">Jimoyiannis, Athanassios</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1673-6592">0000-0003-1673-6592</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Media+International%22"><i>Educational Media International</i></searchLink>. 2022 59(3):244-266.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2022
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22In+Person+Learning%22">In Person Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Greece%22">Greece</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/09523987.2022.2136081
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0952-3987<br />1469-5790
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The paper presents an experimental study aiming to explore primary school students' response to Mobile Seamless Learning activities. The educational intervention and the consequent investigation were conducted in a suburban primary school in Greece, with second grade pupils, in the context of a learning subject entitled "Studying our Living Environment". The participant students (n = 14) engaged in both face-to-face (in-class, outdoor) and online (home) collaborative and individualistic activities supported by a variety of digital applications. Primary research data were gathered upon completion of the intervention via 5 group interviews and 12 individual interviews. The findings have shown that Mobile Seamless Learning can facilitate pupils' active engagement and improve their attitudes toward collaboration. Moreover, this approach can lead to the development of a learning community that promotes learners' motivation, enables them to construct new knowledge, and develop essential skills.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1373099
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1373099
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09523987.2022.2136081
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 244
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: In Person Learning
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Greece
        Type: general
    Titles:
      – TitleFull: Mobile Seamless Learning in Primary Education: A Case Study on Second Grade Students in Greece
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Devourou, Athina
      – PersonEntity:
          Name:
            NameFull: Christopoulos, Athanasios
      – PersonEntity:
          Name:
            NameFull: Jimoyiannis, Athanassios
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2022
          Identifiers:
            – Type: issn-print
              Value: 0952-3987
            – Type: issn-electronic
              Value: 1469-5790
          Numbering:
            – Type: volume
              Value: 59
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Media International
              Type: main
ResultId 1