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Assessing the Innovation of Mobile Pedagogy from the Teacher’s Perspective

Author

Listed:
  • Jie Zhang

    (School of Foreign Languages, North Minzu University, Yinchuan 750021, China)

  • Sunze Yu

    (Business School, University of Adelaide, Adelaide, SA 5005, Australia)

Abstract

This paper focuses on the use of mobile technology to assist teaching and learning in distance education. It aims to investigate teaching behaviour in mobile pedagogy and examine the impact of technology on current education. A case study was conducted through semi-structured interviews with a cohort of 30 Chinese lecturers who taught English through online tutoring. Thematic analysis was used to analyse the interview data and the assessment was based on teacher perceptions of mobile pedagogy. The impact of technology on the current educational environment is discussed through an analysis of mobile pedagogy and teacher perceptions. The findings show that mobile pedagogy is highly regional in practice and nature and features in-country software applications and social communication tools. Despite the attributes of connectivity and flexibility, mobile pedagogy only disrupted traditional teaching methods, leading to minimal changes to the education system. This study provides recommendations for the sustainable development of mobile pedagogy for future education systems in the digital age.

Suggested Citation

  • Jie Zhang & Sunze Yu, 2022. "Assessing the Innovation of Mobile Pedagogy from the Teacher’s Perspective," Sustainability, MDPI, vol. 14(23), pages 1-15, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:23:p:15676-:d:983672
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    References listed on IDEAS

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    1. Husain Coovadia & Christo Ackermann, 2021. "Integrating digital pedagogies into a typical student learning lifecycle and its effect on exam performance," Accounting Education, Taylor & Francis Journals, vol. 30(1), pages 42-62, January.
    2. Tong, Tingting & Li, Haizheng, 2018. "Demand for MOOC - An Application of Big Data," China Economic Review, Elsevier, vol. 51(C), pages 194-207.
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    Cited by:

    1. Dlzar Al Kez & Christopher Lowans & Aoife Foley, 2024. "Sustainable Development in Third Level Programs: Distilling a Pathway to a True Net-Zero Education," Sustainability, MDPI, vol. 16(5), pages 1-34, February.

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