Assessing the Innovation of Mobile Pedagogy from the Teacher’s Perspective
Abstract
:1. Introduction
- How are mobile teaching practices affecting distance learning in China’s higher education?
- How can mobile pedagogy be evaluated based on teachers’ perceptions?
2. Literature Review
2.1. Disruptive Technologies
2.2. Mobile Pedagogy Using Disruptive Technologies
2.3. Disruptive Technologies and Mobile Pedagogy in China
3. Methodology
3.1. Research Design
3.2. Data Collection
3.2.1. Sample Population
3.2.2. In-Depth Interview
3.2.3. Ethical Considerations
3.3. Data Analysis
3.4. Credibility and Reliability
4. Results
4.1. Coding Results
4.2. Assessing Disruptive Technologies
4.3. Teachers’ Attitudes
4.4. Feasibility and Sustainability of Innovation
5. Discussion
5.1. Efficacy of Mobile Pedagogy
5.2. Impact on Higher Education
5.3. Sustainable Development of Mobile Pedagogy in the Post−COVID-19 Era
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Scholars | Description |
---|---|
Kearney et al. | ‘Pedagogy of mobile learning with features of authenticity, collaboration and personalization’. [31] (p. 14) |
Schlenker | ‘Mobile pedagogy embodies a defining set of principles and methods that leverage social and geographical context in learning’. [32] (p. 225) |
Cochrane | ‘New forms of social constructivist pedagogy’. [28] (p. 69) |
Kukulska-hulme, Norris & Donohue | ‘Mobile pedagogy is an unusual term since it is more common to talk about mobile learning. The use of mobile devices, which is often accompanied by learner mobility across diverse contexts and settings, puts a spotlight on learners and their experiences, but in so doing it may obscure the vital role played by teachers’. [13] (p. 7) |
Norris & Kukulska | ‘Mobile and technology supported pedagogy’. [14] (p. 112) |
Kearney, Burden & Schuck | Smart mobile pedagogy is ‘the teaching strategies, activities and teacher-initiated approaches that support and enable smart learning to flourish’. [19] (p. 142) |
Demographics | Description | Number (N = 30) | Percentage of Sample |
---|---|---|---|
Age | Under 30 | 6 | 20% |
31–40 | 12 | 40% | |
41–50 | 9 | 30% | |
51–60 | 3 | 10% | |
Gender | Male | 5 | 17% |
Female | 25 | 83% | |
Education | Bachelor’s degree | 3 | 10% |
Master’s or above | 27 | 90% | |
Teaching experience | Under 10 years | 8 | 27% |
11–20 years | 15 | 50% | |
21–30 years | 7 | 23% |
Original Data | Labelling | Initial Category |
---|---|---|
“I recommend domestic applications and platforms.” “They focus on learning experiences to achieve the goals of China’s higher education.” “Most Apps are domestic Apps, along with a small number of global Apps, like VOA, BBC, Kahoot.” “Teaching platforms, such as Chaoxing Learning, Ulearning, Rain class was used for communication and assigning homework.” | Apps and software | Description of mobile pedagogical practice |
“For me, mobile pedagogy is recorded subject niche for students’ review and preview work, kind of MOOC or Flipped classroom.” “Mobile pedagogy is technology-aided communication between teachers and students via WeChat, for example, assign homework, post notifications, reading material before or after class.” | Teaching design | |
“I do not think mobile pedagogy can achieve any specific goal different from conventional pedagogy. I think they serve the same goal, which is to teach students knowledge.” “We use advanced technology to innovate teaching, however, the curriculum and evaluation follow the traditional way” “Everything is working for the teaching and learning outcomes.” | Teaching aim | |
“I personally have an agreeable attitude because I think mobile learning and teaching is an inevitable trend.” “It assists teaching and exceeds traditional means of teaching.” “Too much interference with the use of technology. Students are easily distracted by mobile devices.” | Attitudes | |
“Students show a positive response to this mobile teaching—students like it.” “Students seemed OK with this teaching. I am not sure of the teaching outcome.” “I cannot see students’ faces, have no idea whether students follow me or not.” | Students’ engagement |
Themes | Subthemes | Categories | Concepts |
---|---|---|---|
Technology | Software | Domestic Apps and learning managment systems | Frequently used in mobile pedagogy, such as: Dubbing show, You Dao, China Daily, Chaoxing Learn, Rain Class, Ulearning |
Global Apps and learning management systems | Mostly for learning interest and extensive knowledge, such as: TED, Kahoot, VOA, BBC |
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Zhang, J.; Yu, S. Assessing the Innovation of Mobile Pedagogy from the Teacher’s Perspective. Sustainability 2022, 14, 15676. https://doi.org/10.3390/su142315676
Zhang J, Yu S. Assessing the Innovation of Mobile Pedagogy from the Teacher’s Perspective. Sustainability. 2022; 14(23):15676. https://doi.org/10.3390/su142315676
Chicago/Turabian StyleZhang, Jie, and Sunze Yu. 2022. "Assessing the Innovation of Mobile Pedagogy from the Teacher’s Perspective" Sustainability 14, no. 23: 15676. https://doi.org/10.3390/su142315676