Abstract
Mobile collaborative learning is considered the next step of on-line collaborative learning by incorporating mobility as a key and breakthrough requirement. Indeed, the current wide spread of mobile devices and wireless technologies brings an enormous potential to e-learning, in terms of ubiquity, pervasiveness, personalization, flexibility, and so on. For this reason, Mobile Computer-Supported Collaborative Learning has recently grown from a minor research field to significant research projects covering a fairly variety of formal and specially informal learning settings, from schools and universities to workplaces, museums, cities and rural areas. Much of this research has shown how mobile technology can offer new opportunities for groups of learners to collaborate inside and beyond the traditional instructor-oriented educational paradigm. However, mobile technologies, when specifically applied to collaborative learning activities, are still in its infancy and many challenges arise. In addition, current research in this domain points to highly specialized study cases, uses, and experiences in specific educational settings and thus the issues addressed in the literature are found dispersed and disconnected from each other. To this end, this paper attempts to bridge relevant aspects of mobile technologies in support for collaborative learning and provides a tighter view by means of a multidimensional approach.
Highlights
Over the last decade, we have witnessed an explosion of mobile devices and wireless technologies for communication and for sharing many types of informational resources
Current educational paradigms foster students to learn, with the help of instructors, technology and other students, what they will potentially need in order to develop their future academic or professional activities [47]. These new educational views are strongly related to well-fundamented pedagogical theories [33,53], such as constructivism [22], behaviourism [37], situated learning [27], problem-based learning [23], context-aware learning [24], social learning [14], and collaborative learning [15], with collaboration as the basis to accomplishing them
In this paper a three-dimensional approach has been provided to help understand and unify the rather dispersion currently existing in advanced learning practices and pedagogical goals from the era of Mobile Computer-Supported Collaborative Learning (MCSCL)
Summary
We have witnessed an explosion of mobile devices and wireless technologies for communication and for sharing many types of informational resources. Mobility is seen by researchers and pedagogues as a new opportunity for education since it provides more chances for learners to personalize their collaborative learning process, enhance the social interactions, learn more effectively and more autonomously, and collaborate with other peers and teachers at anytime and from anywhere, inside and outside the formal collaborative learning context Both the capabilities of mobile devices and their wide context of use contribute to their propensity to foster collaboration. We propose an evaluation based on well-fundamented real experiences [50], which considered the different aspects and perspectives presented here To this end, section presents and describes in detail the most popular pedagogical models currently used in education, and in collaborative learning. The paper ends with summarizing the main ideas presented and outlining future directions of mobile collaborative learning
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