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Structure and Delivery for Mobile Learning Experiences: Marrying Informal Flexibility With Formal Stability

Structure and Delivery for Mobile Learning Experiences: Marrying Informal Flexibility With Formal Stability

Hugh Kellam
Copyright: © 2020 |Volume: 10 |Issue: 1 |Pages: 19
ISSN: 2155-6873|EISSN: 2155-6881|EISBN13: 9781799807438|DOI: 10.4018/IJOPCD.2020010102
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MLA

Kellam, Hugh. "Structure and Delivery for Mobile Learning Experiences: Marrying Informal Flexibility With Formal Stability." IJOPCD vol.10, no.1 2020: pp.15-33. https://doi.org/10.4018/IJOPCD.2020010102

APA

Kellam, H. (2020). Structure and Delivery for Mobile Learning Experiences: Marrying Informal Flexibility With Formal Stability. International Journal of Online Pedagogy and Course Design (IJOPCD), 10(1), 15-33. https://doi.org/10.4018/IJOPCD.2020010102

Chicago

Kellam, Hugh. "Structure and Delivery for Mobile Learning Experiences: Marrying Informal Flexibility With Formal Stability," International Journal of Online Pedagogy and Course Design (IJOPCD) 10, no.1: 15-33. https://doi.org/10.4018/IJOPCD.2020010102

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Abstract

The purpose of this article was to identify, implement, and evaluate the effectiveness of best practices from the mobile learning literature for the structure and delivery of mobile learning. Mobile learning activities were deployed in a videoconference equipment training course which was accessed by physicians, nurses, and healthcare professionals at medical organizations across Ontario. With regards to mobile learning delivery, user flexibility and control were identified as critical when utilizing a mobile learning experience to apply knowledge in a specific learning context. Avatar hosts were also identified as effective feedback and guidance mechanisms. The informal structure of mobile learning proved to be ideal for contextual, hands-on learning of specific workplace skills, supported by the baseline and summative knowledge provided by the online learning course. This study found that the structure and delivery of mobile learning must be considered during the instructional design stage in order to provide practical learning experiences and reliable learning outcomes.

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