Astrid M. Sølvberg

Learning spaces in mobile learning environments

Mobile learning (m-learning) environments open a wide range of new and exciting learning opportunities, and envision students who are continually on the move, learn across space and time, and move from topic to topic and in and out of interaction with technology. In this article we present findings from a study of how students manoeuvre and study within an m-learning environment. The students in the study were enthusiastic about the new learning options provided by the mobile technologies, and they reported that the learning environment offered new study opportunities. One major asset was the flexibility of being able to study at any time and any place. The students engaged in learning activities within three learning spaces: attending lectures, on-campus activities and off-campus activities. Each learning space had different features when it came to how the students worked with the course material. Interactions between the participants, how they used the mobile technologies and their perceptions of the student role also differed across the learning spaces. To realize the valuable affordances provided by m-learning environments, educators will need to undertake complex pedagogical reasoning in their planning and teaching and must take into account how students act within various learning spaces.

Gender Differences in Computer-related Control Beliefs and Home Computer Use

This study explores gender differences in home computer use and control beliefs relative to being able to use computers. Perceived control of computer usage was measured in 152 Grade 8 Norwegian students. One group of students ( n = 58) had no computer training and did not use computers at school. In this group, males were found to have greater perceived control of the computer as well as greater confidence in own success, compared with females. Another group of students ( n = 94) had computer training in school. No gender differences were found in this group. The results are discussed in terms of sex stereotypes and the impact of computer training.

Computer-Related Control Beliefs and Motivation : A Panel Study.

Abstract Computer-related control beliefs and motivation were measured in a sample of 103 lower secondary school students at a school that had just launched a computer enhancement programme for both its staff and students. Control beliefs were conceptualized as a composite of contingency and competence beliefs. Motivation was defined as interest / liking of computer usage. Survey responses were collected three times at six-month intervals. The results demonstrate that there was a steady increase in the students’ control beliefs, whereas their motivation to use computers was reasonably high and resistant to change. Findings from the study suggest that sound pedagogical practices and an environment where new technology is fully implemented across the curriculum can promote gender inclusion so that male and female students report equal levels of computer-related control beliefs and motivation.

Effects of a Mnemonic‐imagery Strategy on Students’ Prose Recall

Abstract Twelve‐year‐old students read several passages about the accomplishments of famous people. Students in the mnemonic‐imagery condition were taught a systematic strategy to apply to the passages they read, whereas the control students were given no strategy and were left to their own devices. Consistent with previous findings, mnemonicimagery students remembered more name/accomplishment information than the control students. Individual differences in short‐term memory, verbal and visual competence did not predict performance in the imagery condition. Thus, imagery instruction with children of different ability levels was effective for short‐term memory, verbal and visual competence.