Teacher agency and student autonomy in inquiry-based mobile learning trail

This research study investigates students' capacity at greater autonomy in an inquiry-based mobile learning trail in relation to the agent of the teacher (e.g., instructional design, facilitation and scaffold support). To afford a more coherent study, narrative interviews and web-based data capturing student-student and teacher-student interaction were obtained for analysis. Data were analysed based on three key areas: (a) the design of the mobile learning trail in facilitating autonomous learning, (b) the interaction with the teachers and (c) the collaboration with peers. Overall findings showed that students' capacity to engage in autonomous learning rests on learning trail design, collaborative efforts and an awareness of teachers' "presence". The teachers cited students' profile, the motivational factor and instructional design as important determinants for autonomous learning. In conclusion, we argue that students' capacity for more autonomy in mobile learning does not necessarily lie in a decrease in teacher's control, but rather, it is contingent on student readiness, learning design, technological mediation, as well as, the community of learners.