Abstract
Educational technological innovation to enhance the learning experience of students requires a sound understanding of intended learning outcomes. Similarly, an understanding of the pedagogical affordances of technology is required in order to make appropriate choices regarding which technologies are most suitable to achieve intended outcomes. While mLearning is perceived as the future of learning (Arrigo et al. 2013), an understanding of its application in facilitating the achievement of specific learning objectives is limited. This may lead to negative quality perceptions and subsequently have a negative impact on the adoption of potentially rich technological resources. The challenge for educators is to create learning environments based on sound didactical principles (Brown 2003). The purpose of this study is to highlight rhizomatic principles in mLearning practice. This may contribute to creating an awareness of rhizomatic principles in mLearning practice and this in turn may improve their practice.
Using a qualitative research synthesis approach, this study integrates the findings of published research with the aim of highlighting mLearning practices that stimulate rhizomatic learning in mLearning students.
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Mbati, L. (2015). Rhizomatic Principles in mLearning: A Synthesis of Existing Qualitative Research. In: Brown, T., van der Merwe, H. (eds) The Mobile Learning Voyage - From Small Ripples to Massive Open Waters. mLearn 2015. Communications in Computer and Information Science, vol 560. Springer, Cham. https://doi.org/10.1007/978-3-319-25684-9_4
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DOI: https://doi.org/10.1007/978-3-319-25684-9_4
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