Ubiquitous knowledge construction: mobile learning re‐defined and a conceptual framework

Abstract

Emerging from recent mobile technologies, mobile learning, or m‐learning, is beginning to offer ‘stunning new technical capabilities’ in education (DiGiano et al., 2003). This new genre of learning is viewed as a revolutionary stage in educational technology. However, ubiquitous computing technologies have given rise to several issues. This article revisits the relevant definitions and provides a conceptual framework of ubiquitous knowledge construction in light of contemporary research and theory. The framework can be used to assist educators and researchers who are examining the specific implications of mobile learning.

Keywords:

• mobile learning
• m‐learning
• ubiquitous computing

Acknowledgement

This study was supported by the National Science Council (NSC), Taiwan, under the grant numbers of NSC92‐2520‐S‐009‐006, NSC93‐2520‐S‐009‐008, and NSC94‐2520‐S‐009‐007. It is dedicated to the memory of Feng‐Chi Fang at the National Chiao Tung University, Taiwan. This paper was completed in early 2005.