This research study investigates learner autonomy in the unstructured learning space on a mobile learning trail. Specifically, we examine how students leverage on knowledge resources and the physical affordances of the outdoor learning environment, to pursue their line of inquiries. Adapting Fischer and Mandl's (2005) coding scheme for the content dimension, we coded two groups' discourse, to examine the use of knowledge resource types. Analysis showed that contextual resources and the interaction with the physical affordances play a significant role in learners' capacity to see relations between given case information and new conceptual knowledge, as well as, activating prior knowledge resources. Overall findings indicate that autonomous learning rests essentially on the learning design, the appropriate measure at pre-structuring, as well as, student-and-teacher readiness.
|Number of pages||4|
|Journal||Computer-Supported Collaborative Learning Conference, CSCL|
|State||Published - 2013|
|Event||10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - Madison, WI, United States|
Duration: 15 Jun 2013 → 19 Jun 2013