Abstract
Educators need to be aware of not just what their students are learning, but how and why as well. This study investigates how Open and Distance Learning (ODL) students make use of multiple devices for learning, particularly how students use their devices together. This study is situated in the context of ‘seamless learning’, where ODL students learn at different times, in different locations and with the use of different technologies. Understanding the needs and learning practices of students can help to improve the design of learning experiences and support offered to students. Data were collected through semi-structured interviews at two ODL universities, one in Spain and one in South Africa. The results show that while students mainly use one digital device at a time, they sometimes make use of two or more devices together. This usage can be characterised as sequential (moving from one device to another) or simultaneous (using two or more devices together at a time). This article describes the study patterns associated with sequential and simultaneous use of multiple devices, facilitated by the use of different devices and synchronisation tools. A continuum of seamless learners is proposed that can be used to help identify levels of support required by ODL students.
Highlights
In the past, a common goal for educators was to ensure that each student had access to a personal device for learning (Chan et al 2006)
The two universities were the Universitat Oberta de Catalunya (UOC) in Spain and the University of South Africa (UNISA) in South Africa. Both of these institutions are single mode institutions. These cases were selected on their basis of representativeness of Open and Distance Learning (ODL) students in each country and because the researchers obtained approval to collect data at these institutions
While UOC is a completely online university, many programmes at UNISA are offered via traditional distance methods with supplementary online support
Summary
A common goal for educators was to ensure that each student had access to a personal device for learning (Chan et al 2006). The use of personal devices impacts the study habits of students, yet the nature of and motivation for technology use for learning is not always well understood (Margaryan, Littlejohn and Vojt 2011). It is known that students have access to different digital devices, but it is not well understood how students use these devices together or move between fixed and handheld devices. This is of particular relevance in Open and Distance Learning (ODL), where students do not learn at fixed times or at a specific location. ODL students learn at different times and locations with the aid of different technologies (Cross, Sharples and Healing 2016)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
