Not Yet Seamless: Distance Students’ Usage of

Multiple Devices for Learning

Greig Krull and Dr Josep DuarteLearning Update – 7 September 2016

Context Students have access to

various electronic devices Although students have

access, effective use for learning is not assured

The adoption of different devices impacts study habits and learning experiences

It is not just about devices, but the systems and infrastructure

Image: Mobile Geräte

Educators need to know not only what students learn, but

how and when

Seamless Learning Seamless Learning – continuity of learning experiences

across different learning and technology settings. Enables learning scenarios in which learners are active,

productive, creative and collaborative across different times and locations (Chan et al, 2006).

How do we facilitate the nurturing of seamless learners and provide associated

technological support?

Research QuestionsWhat devices and in which contexts are students using to perform specific learning tasks?

How do students use mobile devices together with other devices?

What academic and technological support do students require from the university?

UOC UOC is an online distance

university opened in 1995 Programmes offered in

Catalan and Spanish Currently about 30 000

undergraduate students

Image: UOC

Methodology Aim: Survey UOC undergraduate students to

understand their learning habits and behaviours around using multiple devices for learning.

48 item questionaire created, based on Cross et al (2015) and Farley et al (2015).

Survey link to randomly generated sample of 5000 students.

488 responses were received (<10% response rate).

Participant Profile Female 53%, Male 47% Faculties: Social Sciences

(25%), Business (19%), Technology (15%), Law (14%)

Employment: Not employed (13%), Part-time employed (19%), Employed (68%)

First year students: 32%25

and under

26-35 years

36-45 years

46-55 years

56 and over

0%5%

10%15%20%25%30%35%

16%

33% 31%

19%

2%

Results: Devices, Contexts and Learning

Tasks

Students own multiple devices98% of students own more than 1

device

Most own 3 or 4 devices

Students mostly use devices for learning

Importance to academic success

Students use devices for learning in multiple locations Home is the most

common location across devices

Portability of devices influences

locations used

Students use devices for multiple and specific learning tasks

Searching for information (89%)Write assignment (84%)Communicate with lecturer (82%) Participate in forums (81%)Searching for information (68%)Write assignment (63%)Communicate with lecturer (63%)Read materials (61%) Read materials (59%)Check news and announcements (56%)Search for information (54%)Check news and announcements (56%) Search for information (48%) Communicate with other students (41%)

Results: Sequential and simultaneous usage of devices for learning

Students move from one device to another

31% move from a smartphone to a

laptop

30% move from a tablet to a laptop

29% move from a desktop to a

laptop

Students use different devices at the same time Most popular

devices:

Laptop and Smartphone

(18%)

Laptop and Tablet (16%)

Laptop and Desktop (13%)

Results: Academic and Technological

Support Needs

Academic Support NeedsAdditional course design features

• More learning tasks to use functionality of different devices (picture, audio, video)• Resources available in different formats (web, pdf, epub, doc)• Schedule of synchronous webinars• Additional explanatory video tutorials

Expanded communication services

• Virtual campus chat feature or synchronous support video chat (Skype, Facetime)• Alerts, notifications for important information

Greater feedback

• More personalised and timely feedback for assessments and queries

Technological Support Needs

• Improvement of mobile app – easier to use and more functionality

Improvement of tools

• Provision of materials accessible to different devices and operating systems

• Provision of more audiovisual resources• Recommendations of how to use devices and tools for

specific learning tasks e.g. At the beginning of course, information around device and software configuration

More accessible materials

• Technical support channels more visible and accessible• Economic assistance (discounts) for purchasing of devices

or software

More technical assistance

In Summary High access to multiple electronic devices, and devices are

mostly used for learning Students value key devices (laptops) as central for academic

study, while other devices used in specific contexts Make use of multiple devices for learning both sequentially and

simultaneously. The majority of simultaneous usage is to complete the same learning tasks.

Academic support measures include such as course design features, expanded communication services and improved feedback

Technological support measures include improved apps, more accessible materials and expanded technical assistance

Next Steps Further analysis required Follow up qualitative interviews Repeat data collection processes at another ODL university

(UNISA) for comparison

This work is licensed under a Creative Commons Attribution 3.0 Unported License.

gkrull@uoc.edugreigkrGreig Krull

Questions / Discussion

Slides available at: www.slideshare.net/greigk/

References Chan, T, Roschelle, J, Hsi, S, Kinshuk, Brown, T, Patton, C, … Sharples, M

(2006) One-to-one technology-enhanced learning: an opportunity for global research collaboration. Research and Practice in Technology Enhanced Learning, 1(1), 3–29

Cross, S, Sharples, M, Healing, G (2015) E-Pedagogy of Handheld Devices 2013 Survey: Patterns of student use for learning.

Farley, H, Murphy, A, Johnson, C, Carter, B, Lane, M, Midgley, W, … Koronios, A (2015) How Do Students Use Their Mobile Devices to Support Learning? A Case Study from an Australian Regional University. Journal of Interactive Media in Education, 2015(1), 1–13.

Milrad, M, Wong, L, Sharples, M, & Hwang, G (2013) Seamless Learning: An International Perspective on Next Generation Technology Enhanced Learning. In Z. Berge & L. Muilenburg (Eds.), Handbook of Mobile Learning (pp. 95–108). New York: Routledge.