Maintaining, Changing and Crossing Contexts: An Activity Theoretic Reinterpretation of Mobile Learning.

Although mobile learning is a popular topic in current research, it is not well conceptualized. Many researchers rely on under-theorized 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 ‘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. Keywords: mobile learning; context; activity theory DOI: 10.1080/09687760701850190

• Publication year

  2008

• Venue

  Research in Learning Technology

• Publication date

  2008-03-01

• Fields of study

  Sociology, Computer Science, Education, Psychology

• Identifiers
  DOI 10.3402/RLT.V16I1.10884
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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