Mobile Inquiry-based Learning: Relationship among levels of inquiry, learners’ autonomy and environmental interaction

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

Abstract

This paper aims to further unpack the notion of mobile inquiry-based learning with a focus on the relationship between levels of inquiry, learners’ autonomy and environmental interaction in outdoor learning. Specifically, it provides a literature review and a retrospective analysis of the empirical studies on mobile inquiry-based learning at two institutions in two countries. The goal of this paper is two-fold: i) To review the effect of the different levels of inquiry, task types and technological mediation on learners’ autonomy and learners’ interaction with the environment in mobile learning and ii) To revisit the notion of environment interaction in outdoor learning spaces (open and enclosed spaces). An initial retrospective analysis of our empirical studies on mobile inquiry-based learning reiterated two core findings: 1. Different levels of inquiry not only shaped learners’ interaction with the physical affordances of the rich real world platform but also learners’ environmental interaction in enclosed- and open-outdoor learning spaces; 2. Technological mediation plays a crucial role in enabling learners to overcome the constraints of time, space and location interaction. In this after-action-review, we identify and discuss the intricate relationship between levels of inquiry, the constituting contextual elements of the outdoor learning environment, learners’ autonomy and learners’ interaction with the outdoor environment. How learners leverage the physical, material and social resources in the outdoor learning context to construct and to negotiate meaning (individually or with learning peers).
Original languageEnglish
Title of host publicationProceedings of 17th World Conference on Mobile and Contextual Learning
EditorsDavid Parsons, Robert Power, Agnieszka Palalas, Helga Hambrock, Kathryn MacCallum
Place of PublicationChicago, IL
PublisherConcordia University
Pages22-29
Number of pages8
ISBN (Print)9781939797360
Publication statusPublished - Nov 2018
Event17th World Conference on Mobile and Contextual Learning - Concordia University Chicago, Chicago, United States
Duration: 11 Nov 201814 Nov 2018
http://iamlearn.org/mlearn/

Conference

Conference17th World Conference on Mobile and Contextual Learning
CountryUnited States
CityChicago
Period11/11/1814/11/18
Internet address

Fingerprint

autonomy
interaction
learning
mediation
learning environment
resources

Keywords

  • Inquiry-based Learning
  • Seamless learning
  • Mobile learning
  • Autonomy
  • Outdoor learning
  • learner autonomy
  • teacher agency
  • environmental interaction
  • technology mediation

Cite this

Tan, E. B. K., Rusman, E., Firssova, O., Ternier, S. G. C., Specht, M. M., Klemke, R., & So, H-J. (2018). Mobile Inquiry-based Learning: Relationship among levels of inquiry, learners’ autonomy and environmental interaction. In D. Parsons, R. Power, A. Palalas, H. Hambrock, & K. MacCallum (Eds.), Proceedings of 17th World Conference on Mobile and Contextual Learning (pp. 22-29). Chicago, IL: Concordia University .
Tan, E.B.K. ; Rusman, Ellen ; Firssova, O. ; Ternier, S.G.C. ; Specht, M.M. ; Klemke, R. ; So, Hyo-Jeong. / Mobile Inquiry-based Learning : Relationship among levels of inquiry, learners’ autonomy and environmental interaction. Proceedings of 17th World Conference on Mobile and Contextual Learning. editor / David Parsons ; Robert Power ; Agnieszka Palalas ; Helga Hambrock ; Kathryn MacCallum. Chicago, IL : Concordia University , 2018. pp. 22-29
@inproceedings{9f9d4db5aff44d078b4f4951f4a8b7ef,
title = "Mobile Inquiry-based Learning: Relationship among levels of inquiry, learners’ autonomy and environmental interaction",
abstract = "This paper aims to further unpack the notion of mobile inquiry-based learning with a focus on the relationship between levels of inquiry, learners’ autonomy and environmental interaction in outdoor learning. Specifically, it provides a literature review and a retrospective analysis of the empirical studies on mobile inquiry-based learning at two institutions in two countries. The goal of this paper is two-fold: i) To review the effect of the different levels of inquiry, task types and technological mediation on learners’ autonomy and learners’ interaction with the environment in mobile learning and ii) To revisit the notion of environment interaction in outdoor learning spaces (open and enclosed spaces). An initial retrospective analysis of our empirical studies on mobile inquiry-based learning reiterated two core findings: 1. Different levels of inquiry not only shaped learners’ interaction with the physical affordances of the rich real world platform but also learners’ environmental interaction in enclosed- and open-outdoor learning spaces; 2. Technological mediation plays a crucial role in enabling learners to overcome the constraints of time, space and location interaction. In this after-action-review, we identify and discuss the intricate relationship between levels of inquiry, the constituting contextual elements of the outdoor learning environment, learners’ autonomy and learners’ interaction with the outdoor environment. How learners leverage the physical, material and social resources in the outdoor learning context to construct and to negotiate meaning (individually or with learning peers).",
keywords = "Inquiry-based Learning, Seamless learning, Mobile learning, Autonomy, Outdoor learning, learner autonomy, teacher agency, environmental interaction, technology mediation",
author = "E.B.K. Tan and Ellen Rusman and O. Firssova and S.G.C. Ternier and M.M. Specht and R. Klemke and Hyo-Jeong So",
note = "Tan, E., Rusman, E., Firssova, O., Ternier, S., Specht, M., Klemke, R. & So, H.J. (2018). Mobile Inquiry-based Learning: Relationship among levels of inquiry, learners’ autonomy and environmental interaction. In D. Parsons, R. Power, A. Palalas, H. Hambrock & K. MacCallum (Eds.), Proceedings of 17th World Conference on Mobile and Contextual Learning (pp. 22-29). Concordia University Chicago, Chicago, IL, USA. Available online: https://www.learntechlib.org/p/184919/.",
year = "2018",
month = "11",
language = "English",
isbn = "9781939797360",
pages = "22--29",
editor = "David Parsons and Robert Power and Agnieszka Palalas and Helga Hambrock and Kathryn MacCallum",
booktitle = "Proceedings of 17th World Conference on Mobile and Contextual Learning",
publisher = "Concordia University",
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}

Tan, EBK, Rusman, E, Firssova, O, Ternier, SGC, Specht, MM, Klemke, R & So, H-J 2018, Mobile Inquiry-based Learning: Relationship among levels of inquiry, learners’ autonomy and environmental interaction. in D Parsons, R Power, A Palalas, H Hambrock & K MacCallum (eds), Proceedings of 17th World Conference on Mobile and Contextual Learning. Concordia University , Chicago, IL, pp. 22-29, 17th World Conference on Mobile and Contextual Learning, Chicago, United States, 11/11/18.

Mobile Inquiry-based Learning : Relationship among levels of inquiry, learners’ autonomy and environmental interaction. / Tan, E.B.K.; Rusman, Ellen; Firssova, O.; Ternier, S.G.C.; Specht, M.M.; Klemke, R.; So, Hyo-Jeong.

Proceedings of 17th World Conference on Mobile and Contextual Learning. ed. / David Parsons; Robert Power; Agnieszka Palalas; Helga Hambrock; Kathryn MacCallum. Chicago, IL : Concordia University , 2018. p. 22-29.

Research output: Chapter in Book/Report/Conference proceedingConference article in proceedingAcademicpeer-review

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T1 - Mobile Inquiry-based Learning

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AU - Tan, E.B.K.

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AU - Firssova, O.

AU - Ternier, S.G.C.

AU - Specht, M.M.

AU - Klemke, R.

AU - So, Hyo-Jeong

N1 - Tan, E., Rusman, E., Firssova, O., Ternier, S., Specht, M., Klemke, R. & So, H.J. (2018). Mobile Inquiry-based Learning: Relationship among levels of inquiry, learners’ autonomy and environmental interaction. In D. Parsons, R. Power, A. Palalas, H. Hambrock & K. MacCallum (Eds.), Proceedings of 17th World Conference on Mobile and Contextual Learning (pp. 22-29). Concordia University Chicago, Chicago, IL, USA. Available online: https://www.learntechlib.org/p/184919/.

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N2 - This paper aims to further unpack the notion of mobile inquiry-based learning with a focus on the relationship between levels of inquiry, learners’ autonomy and environmental interaction in outdoor learning. Specifically, it provides a literature review and a retrospective analysis of the empirical studies on mobile inquiry-based learning at two institutions in two countries. The goal of this paper is two-fold: i) To review the effect of the different levels of inquiry, task types and technological mediation on learners’ autonomy and learners’ interaction with the environment in mobile learning and ii) To revisit the notion of environment interaction in outdoor learning spaces (open and enclosed spaces). An initial retrospective analysis of our empirical studies on mobile inquiry-based learning reiterated two core findings: 1. Different levels of inquiry not only shaped learners’ interaction with the physical affordances of the rich real world platform but also learners’ environmental interaction in enclosed- and open-outdoor learning spaces; 2. Technological mediation plays a crucial role in enabling learners to overcome the constraints of time, space and location interaction. In this after-action-review, we identify and discuss the intricate relationship between levels of inquiry, the constituting contextual elements of the outdoor learning environment, learners’ autonomy and learners’ interaction with the outdoor environment. How learners leverage the physical, material and social resources in the outdoor learning context to construct and to negotiate meaning (individually or with learning peers).

AB - This paper aims to further unpack the notion of mobile inquiry-based learning with a focus on the relationship between levels of inquiry, learners’ autonomy and environmental interaction in outdoor learning. Specifically, it provides a literature review and a retrospective analysis of the empirical studies on mobile inquiry-based learning at two institutions in two countries. The goal of this paper is two-fold: i) To review the effect of the different levels of inquiry, task types and technological mediation on learners’ autonomy and learners’ interaction with the environment in mobile learning and ii) To revisit the notion of environment interaction in outdoor learning spaces (open and enclosed spaces). An initial retrospective analysis of our empirical studies on mobile inquiry-based learning reiterated two core findings: 1. Different levels of inquiry not only shaped learners’ interaction with the physical affordances of the rich real world platform but also learners’ environmental interaction in enclosed- and open-outdoor learning spaces; 2. Technological mediation plays a crucial role in enabling learners to overcome the constraints of time, space and location interaction. In this after-action-review, we identify and discuss the intricate relationship between levels of inquiry, the constituting contextual elements of the outdoor learning environment, learners’ autonomy and learners’ interaction with the outdoor environment. How learners leverage the physical, material and social resources in the outdoor learning context to construct and to negotiate meaning (individually or with learning peers).

KW - Inquiry-based Learning

KW - Seamless learning

KW - Mobile learning

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KW - learner autonomy

KW - teacher agency

KW - environmental interaction

KW - technology mediation

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BT - Proceedings of 17th World Conference on Mobile and Contextual Learning

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PB - Concordia University

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Tan EBK, Rusman E, Firssova O, Ternier SGC, Specht MM, Klemke R et al. Mobile Inquiry-based Learning: Relationship among levels of inquiry, learners’ autonomy and environmental interaction. In Parsons D, Power R, Palalas A, Hambrock H, MacCallum K, editors, Proceedings of 17th World Conference on Mobile and Contextual Learning. Chicago, IL: Concordia University . 2018. p. 22-29