The Effects of Contextualized Learning Content and Collaborative Behaviours in a Ubiquitous Learning Environment

Abstract

Research suggests the importance of providing learners with contextualized learning content that meets the demands of learning context in the ubiquitous learning (ulearning) environment. Similarly, the positive role of collaborative learning is recognized. However, it is not clear how collaboration may benefit learners if they are provided with contextualized learning content that meets their individual needs in u-learning activities. To bridge the gap, this study explored the cross effect of contextualized learning content and collaborative behaviours on students’ learning effect in a u-learning environment. Thirty-four first-year students at a vocational college in China participated in a sixweek comparison experiment and were interviewed in focus groups. The study found that, regardless of whether contextualized learning content was provided, learners tended to collaborate by cutting the task apart in the ubiquitous environment; contextualized learning content had a positive impact on learners’ learning effect; collaboration by cutting the task apart did not benefit the learning effect; the cross effect of this collaboration and contextualized learning content on the learning effect was not significant. Implications for promoting effective u-learning in terms of learning content and collaboration are proposed.