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An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach

This study describes young people's experiences of using smartphones, by exploring what it means to acquire, possess, and create a purpose for these personal mobile devices within the complex and fluid contexts of formal and informal learning. Applying the principles and practices of hermeneuti...

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Main Authors: Chan, Nee Nee *, Walker, Caroline, Gleaves, Alan
Format: Article
Published: 2015
Subjects:
HM Sociology
T Technology (General)
Online Access:http://eprints.sunway.edu.my/704/
http://dx.doi.org/10.1016/j.compedu.2014.11.001
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spelling my.sunway.eprints.7042019-04-24T08:57:14Z http://eprints.sunway.edu.my/704/ An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach Chan, Nee Nee * Walker, Caroline Gleaves, Alan HM Sociology T Technology (General) This study describes young people's experiences of using smartphones, by exploring what it means to acquire, possess, and create a purpose for these personal mobile devices within the complex and fluid contexts of formal and informal learning. Applying the principles and practices of hermeneutic phenomenology, this study's methods comprised the use of interviews and written reflective exercises. 12 youths ranging from 16 to 19 years old participated in 3 rounds of semi-structured interviews over a period of 6 months. The findings reveal that participants' smartphone appropriation is associated with self-identity and management of their image as it is perceived by salient others, including peers and teachers. Furthermore, the participants' smartphone use is dependant upon their perception of learning-value and subject to influences concerning the status of knowledge, from their peers, parents and the community at large. The findings would suggest that the significance that young people attach to this form of mobile device use and the transferability of such behaviours and uses across spaces, time and dimensions in learning contexts is critically a function of particular smartphone adoption at a cultural rather than pedagogic level. Further research including rich qualitative studies is suggested to better theorize the phenomenon of smartphone use in learning contexts through engaging with cultural and social perspectives. 2015-03 Article PeerReviewed Chan, Nee Nee * and Walker, Caroline and Gleaves, Alan (2015) An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach. Computers & Education, 82. pp. 96-106. ISSN 03601315 http://dx.doi.org/10.1016/j.compedu.2014.11.001 doi:10.1016/j.compedu.2014.11.001
institution Sunway University
building Sunway Campus Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Sunway University
content_source Sunway Institutional Repository
url_provider http://eprints.sunway.edu.my/
topic HM Sociology
T Technology (General)
spellingShingle HM Sociology
T Technology (General)
Chan, Nee Nee *
Walker, Caroline
Gleaves, Alan
An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach
description This study describes young people's experiences of using smartphones, by exploring what it means to acquire, possess, and create a purpose for these personal mobile devices within the complex and fluid contexts of formal and informal learning. Applying the principles and practices of hermeneutic phenomenology, this study's methods comprised the use of interviews and written reflective exercises. 12 youths ranging from 16 to 19 years old participated in 3 rounds of semi-structured interviews over a period of 6 months. The findings reveal that participants' smartphone appropriation is associated with self-identity and management of their image as it is perceived by salient others, including peers and teachers. Furthermore, the participants' smartphone use is dependant upon their perception of learning-value and subject to influences concerning the status of knowledge, from their peers, parents and the community at large. The findings would suggest that the significance that young people attach to this form of mobile device use and the transferability of such behaviours and uses across spaces, time and dimensions in learning contexts is critically a function of particular smartphone adoption at a cultural rather than pedagogic level. Further research including rich qualitative studies is suggested to better theorize the phenomenon of smartphone use in learning contexts through engaging with cultural and social perspectives.
format Article
author Chan, Nee Nee *
Walker, Caroline
Gleaves, Alan
author_facet Chan, Nee Nee *
Walker, Caroline
Gleaves, Alan
author_sort Chan, Nee Nee *
title An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach
title_short An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach
title_full An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach
title_fullStr An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach
title_full_unstemmed An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach
title_sort exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach
publishDate 2015
url http://eprints.sunway.edu.my/704/
http://dx.doi.org/10.1016/j.compedu.2014.11.001
_version_ 1644324385735049216
score 13.211869

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