Reference Hub

This research has been cited in:

Article
Guest editorialInteractive Technology and Smart Education10.1108/ITSE-02-2017-0016
Conference
Micro-lessons as a Response to Emergency Remote Teaching2022 IEEE Learning with MOOCS (LWMOOCS)10.1109/LWMOOCS53067.2022.9927755
Chapter
The Implementation of Mobile Learning in Asia: Key Trends in Practices and ResearchSecond Handbook of Information Technology in Primary and Secondary Education10.1007/978-3-319-71054-9_54
Conference
Mapping the Digital Ecosystem for Education2020 Sixth International Conference on e-Learning (econf)10.1109/econf51404.2020.9385479
Article
Mobile collaborative language learning: State of the artBritish Journal of Educational Technology10.1111/bjet.12580
Article
Chinese college students collaborative mobile-assisted language learning experience and flow as a key factor for further adoptionFrontiers in Psychology10.3389/fpsyg.2023.1165332
Conference
Bring your own device (BYOD): Students perception — Privacy issues: A new trend in education?2017 16th International Conference on Information Technology Based Higher Education and Training (ITHET)10.1109/ITHET.2017.8067824
Chapter
The Implementation of Mobile Learning in Asia: Key Trends in Practices and ResearchSecond Handbook of Information Technology in Primary and Secondary Education10.1007/978-3-319-53803-7_54-1
Article
Blurring time and place in higher education with bring your own device applications: a literature reviewEducation and Information Technologies10.1007/s10639-017-9576-3
Article
The impact of online use of English on motivation to learnComputer Assisted Language Learning10.1080/09588221.2018.1545670
Conference
Work in progress: Leveraging Student Attitudes to ICT to Reduce the Impact of Emergency Remote Teaching2022 IEEE World Engineering Education Conference (EDUNINE)10.1109/EDUNINE53672.2022.9782339
Article
Effect of game-based, social media, and classroom-based instruction on the learning of phrasal verbsComputer Assisted Language Learning10.1080/09588221.2021.1929325
Article
The Role of Self-Regulation and Structuration in Mobile LearningInternational Journal of Mobile and Blended Learning10.4018/IJMBL.2019100104
Article
Student Perceptions of Mobile Video Recording to Learn American Sign LanguageInternational Journal of Mobile and Blended Learning10.4018/IJMBL.2019010101

The Effects of Mobile Collaborative Activities in a Second Language Course

Peter Ilic

Source Title: International Journal of Mobile and Blended Learning (IJMBL)7(4)

ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781466677081|DOI: 10.4018/IJMBL.2015100102

Cite Article Cite Article

MLA

Ilic, Peter. "The Effects of Mobile Collaborative Activities in a Second Language Course." IJMBL vol.7, no.4 2015: pp.1-22. http://doi.org/10.4018/IJMBL.2015100102

APA

Ilic, P. (2015). The Effects of Mobile Collaborative Activities in a Second Language Course. International Journal of Mobile and Blended Learning (IJMBL), 7(4), 1-22. http://doi.org/10.4018/IJMBL.2015100102

Chicago

Ilic, Peter. "The Effects of Mobile Collaborative Activities in a Second Language Course," International Journal of Mobile and Blended Learning (IJMBL) 7, no.4: 1-22. http://doi.org/10.4018/IJMBL.2015100102

Export Reference

Favorite Full-Issue Download

View Full Text HTML

View Full Text PDF

Abstract

This research is designed to explore the areas of collaborative learning and the use of smartphones as a support for collaborative learning through a year-long exploratory multiple case study approach integrating both qualitative and quantitative data analysis. Qualitative exploratory interviews are combined with Multidimensional Scaling Analysis to provide a detailed image of students' mobile use during collaborative activities. The Multidimensional Scaling (MDS) reliability is supported by a second resampling that produced similar results independent of time of subjects. The results are triangulated across the qualitative and quantitative data and key issues are interpreted and discussed. The results indicate that the introduction of mobile access collaborative homework to a second language English class in Japan does have observable effects on students, including changes in use of space, time and method for mobile collaborative homework.