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A collective case study of mobile e-...

Kissinger, Jeffrey Scott.

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A collective case study of mobile e-book learning experiences.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A collective case study of mobile e-book learning experiences./
作者:	Kissinger, Jeffrey Scott.
面頁冊數:	193 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3458925
ISBN:	9781124689104

A collective case study of mobile e-book learning experiences.
Kissinger, Jeffrey Scott.

A collective case study of mobile e-book learning experiences. - 193 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ed.D.)--University of North Florida, 2011.

This research was designed to explore the learning experiences of state college students using mobile e-book readers. The purpose of the study was to build a rich description of how students used electronic textbooks delivered on mobile computing devices for college-level, introductory sociology courses. This research employed a multiple case study design that thoroughly investigated and documented student experiences with this instructional technology.

ISBN: 9781124689104Subjects--Topical Terms:

626645
Education, Administration.

A collective case study of mobile e-book learning experiences.
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520 $a This research was designed to explore the learning experiences of state college students using mobile e-book readers. The purpose of the study was to build a rich description of how students used electronic textbooks delivered on mobile computing devices for college-level, introductory sociology courses. This research employed a multiple case study design that thoroughly investigated and documented student experiences with this instructional technology.
520 $a The bounding frame was comprised of the literature on mobile technology, mobile learning theories, and e-books. Situated within the mobile learning framework was a theoretical lens of learning theories commonly found in the literature on mobile learning (constructivism, social cognitive theory, self-efficacy theory, expectancy x value theory, self-determination theory, and situated cognition). This lens was used to provide insight into the student's learning experiences.
520 $a This study was comprised of data from a variety of sources that were chosen for their ability to produce insight into the learning experiences of mobile e-book students taking introduction to sociology courses at a Southeastern public state college. The data analysis was comprised of three levels of increasing stages of granular examination. These included level one: descriptive summaries of student cases, level two: student and instructor interview data and excerpts from audio recording transcriptions organized by topical categories, and level three: cross-case synthesis relating to the theoretical framework and research questions.
520 $a Students were found to be competent with the e-books, confident, metacognitive, and desirous of more social learning opportunities within their e-books. By addressing the primary research question and the subquestions, six major conclusions were reached. These were: (a) students expressed competence in their use of the mobile e-books, (b) students expressed feelings of high self-efficacy when using the mobile e-books, (c) students overall valued the use of the e-book for their learning, (d) students were individualized and metacognitive in their learning with the mobile e-books, (e) students enhanced their learning socially and within situated learning opportunities, and (f) the students and the instructor had divergent views on the value and utility of social, interactive textbooks.
520 $a Increasing understanding of the use of electronic and mobile instructional technologies such as e-books may better assist educational leaders with preparing students for today's global knowledge economy. Based on the conclusions of this study, recommendations for future research and educational leadership were addressed.
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