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The Effects of Mobile Collaborative Activities in a Second Language Course

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  • Peter Ilic

    (University of Aizu, Japan)

Abstract

This research is designed to explore the areas of collaborative learning and the use of smartphones as a support for collaborative learning through a year-long exploratory multiple case study approach integrating both qualitative and quantitative data analysis. Qualitative exploratory interviews are combined with Multidimensional Scaling Analysis to provide a detailed image of students' mobile use during collaborative activities. The Multidimensional Scaling (MDS) reliability is supported by a second resampling that produced similar results independent of time of subjects. The results are triangulated across the qualitative and quantitative data and key issues are interpreted and discussed. The results indicate that the introduction of mobile access collaborative homework to a second language English class in Japan does have observable effects on students, including changes in use of space, time and method for mobile collaborative homework.

Suggested Citation

  • Peter Ilic, 2015. "The Effects of Mobile Collaborative Activities in a Second Language Course," International Journal of Mobile and Blended Learning (IJMBL), IGI Global, vol. 7(4), pages 1-22, October.
    • Handle: RePEc:igg:jmbl00:v:7:y:2015:i:4:p:1-22
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    References listed on IDEAS

    as
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    3. Oecd, 2015. "Teaching with technology," Teaching in Focus 12, OECD Publishing.
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