Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/104135
Title: Lessons from learner experiences in a field-based inquiry in geography using mobile devices
Authors: Chang, Chew Hung
Chatterjea, Kalyani
Goh, Dion Hoe-Lian
Lim, Ee Peng
Sun, Aixin
Razikin, Khasfariyati
Kim, Thi Nhu Quynh
Nguyen, Quang Minh
Theng, Yin-Leng
Keywords: DRNTU::Engineering::Computer science and engineering
Issue Date: 2012
Source: Chang, C. H., Chatterjea, K., Goh, D. H. L., Theng, Y.-L., Lim, E. P., Sun, A., et al. (2012). Lessons from learner experiences in a field-based inquiry in geography using mobile devices. International Research in Geographical and Environmental Education, 21(1), 41-58.
Series/Report no.: International research in geographical and environmental education
Abstract: Geographical inquiry involves collecting, using and making sense of the data to investigate some geographical phenomena. With the increasing number of mobile devices equipped with Internet access capabilities, there is a wide scope for using it in field inquiry where learning can take place in the form of social interactions between team members while performing a common task. The authors examine the use of MobiTOP (Mobile Tagging of Objects and People), a geospatial digital library system which allows users to contribute and share multimedia annotations via mobile devices, within a geographical field inquiry. A key feature of MobiTOP that is well suited for collaborative learning is that annotations are hierarchical, allowing annotations to be annotated by other users to an arbitrary depth. A group of student and teachers involved in an inquiry-based learning activity in geography was instructed to identify rock types and associated landforms by collaborating with each other using the MobiTOP system. A method combining several data collection methods was used. Four main findings on the affordances of the mobile phone, the need for specialized training in using the application with the mobile phone, design considerations of the application and the authentic context of learning with fieldwork are reported. A discussion on the implication of these findings and how mobile technology may be used for geographical field learning are also included in this paper.
URI: https://hdl.handle.net/10356/104135
http://hdl.handle.net/10220/17041
DOI: 10.1080/10382046.2012.639155
Fulltext Permission: none
Fulltext Availability: No Fulltext
Appears in Collections:WKWSCI Journal Articles

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