Investigating Digital Learning in University Science Education
- Publication Type:
- Thesis
- Issue Date:
- 2025
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The use of mobile devices, such as laptops and smartphones, to support learning has become an integral part of contemporary education. This empirical study, grounded in sociocultural theory, investigated the use of distinctive mobile pedagogies, specifically personalisation, authenticity and collaboration as conceptualised in the iPAC mobile framework (Kearney et al., 2012) are used in undergraduate science digital learning activities and the extent to which these activities are perceived as pedagogically innovative (Burden, Kearney, Schuck, & Hall, 2019; Law et al., 2005). A two-phase mixed methods approach was employed: Phase One involved a global survey of university science teachers and Phase Two comprised case studies from four universities in New South Wales, Australia from teachers’, learning designers’ and students’ perspectives. This study highlights the dynamic interplay of agency, conversation and co-creation in shaping students’ learning experiences. This research advocates for a shift toward mobile approaches that support more customised, authentic and networked science learning by extending into less formal off-campus settings and involving external facilitators. The findings suggest that university science educators consider a reimagination of their mobile practices in response to the evolving digital landscape and the expectations of current and future learners.
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