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Permanent link (DOI): https://doi.org/10.7939/R38C9R89K

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A Postphenomenological Exploration of Mobility in Post-Secondary Teaching and Learning Open Access

Descriptions

Other title
Subject/Keyword
podcast lectures
postphenomenology
phenomenology
mobile technology
online conferencing
smartphones
actor-network theory
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Jubien, Peggy
Supervisor and department
Adams, Catherine (Department of Secondary Education)
Examining committee member and department
Parchoma, Gail (Werklund School of Education, University of Calgary)
Buck, George (Department of Educational Psychology)
Nocente, Norma (Department of Secondary Education)
Adams, Catherine (Department of Secondary Education)
Pegg, Jerine (Department of Elementary Education)
Department
Department of Secondary Education
Specialization

Date accepted
2015-09-22T14:00:20Z
Graduation date
2015-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Increasingly, we work, learn, travel and spend our leisure time with highly portable, micro technologies and we have less direct, face-to-face contact with people and the world. Education has become “mobilized” with teachers and students regularly using smartphones, tablets, laptop computers and mobile applications. These technologies function as portals into other, virtual worlds where there are both educational opportunities and new challenges. This study moves beyond the hype of mobile technology and the discussions of “technology-as-tool” and “technology-as-future” and considers how the increased mobility of students and teachers is subtly changing education practices in postsecondary education. The study begins with the acknowledgement that things (including technologies) are inseparable from their contexts or worlds (Borgmann, 1984, p. 41) and explores students’ and teachers’ pre-reflective experiences while they are using mobile technologies for teaching and learning. By applying a unique, postphenomenological research lens, which combines insights from hermeneutic phenomenology and actor-network theory, the study investigates some of the human-technology interactions that occur in post-secondary classrooms, the ways in which students and teachers are influenced and changed by the use of mobile technology and what this means for twenty-first century teaching and learning.
Language
English
DOI
doi:10.7939/R38C9R89K
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
Citation for previous publication
Jubien, P. (2014), Postphenomenology, Smartphones, and Learning: Students and Teachers in Higher Education, SAGE Research Methods Cases, doi:  http://dx.doi.org/10.4135/978144627305013512947.Jubien
, P. (2012), A Phenomenology of the Podcast Lecture, Explorations in Media Ecology Journal, 11(1), 73 – 85.Jubien, P. (2013), Shape Shifting Smartphones: Riding the Waves in Post-Secondary, Canadian Journal of Learning and Technology, 39(2), 56-72.

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