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Research Priorities in Mobile Learning: An International Delphi Study
Canadian Journal of Learning and Technology
  • Yu-Chang Hsu, Boise State University
  • Yu-Hui Ching, Boise State University
  • Chareen Snelson, Boise State University
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Along with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts’ latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question, “What should be the research priorities for the field of mobile learning over the next 5 years?” Ten research categories were identified and ranked in order of priority: 1) teaching and learning strategies; 2) affordances; 3) theory; 4) settings of learning; 5) evaluation/assessment; 6) learners; 7) mobile technologies and interface design; 8) context awareness and augmented reality; 9) infrastructure and management; and 10) country and digital divide. This study also reported expert-generated research statements for each research category and the importance of these research statements rated by the experts. Selected research papers were summarized to help contextualize the discussions of research categories and statements.
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This document was originally published by Canadian Network for Innovation in Education in Canadian Journal of Learning and Technology. This work is provided under a Creative Commons Attribution 3.0 License. Details regarding the use of this work can be found at:

Citation Information
Yu-Chang Hsu, Yu-Hui Ching and Chareen Snelson. "Research Priorities in Mobile Learning: An International Delphi Study" Canadian Journal of Learning and Technology (2014)
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