The Pedagogical Affordances of Smartphone Applications for Collaborative Learning

500 Pages·2016·7.67 MB·English

The Pedagogical Affordances of Smartphone
Applications for Collaborative Learning (CL) amongst
Pre-service Teachers in Kuwait

Submitted by
BADER OWIED L. KH. ALFELAIJ
To the University of Exeter as a thesis for Doctor of Philosophy in Education
In September 2015

This thesis is available for Library use on the understanding that it is copyright
material and that no quotation from the thesis may be published without proper
acknowledgement.

I certify that all material in this thesis which is not my own work has been
identified and that no material has previously been submitted and approved for
the award of a degree by this or any other University.
Signature………………………………………………………………………….

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The Pedagogical Affordances of Smartphone Applications
for Collaborative Learning (CL) amongst Pre-service Teachers
in Kuwait
Abstract
Multiple technological tools are used on a regular basis these days, e.g. PCs,
laptops, iPads and smartphones. They are constantly becoming faster, reducing
in size and offer more and more functions, which encourages their use anywhere
and at any time. The portability and ubiquity of smartphone communications
technology has encouraged educators and policy-makers around the world to
incorporate it into teaching and learning. However, portability and ubiquity are not
the only pedagogical affordance smartphones (and apps) offer; e.g. social
interactivity, context sensitivity, connectivity and individuality are also represented
(Klopfer et al., 2002). In this study, I have discussed some of these; the main
thesis focus is on the pedagogical affordances of smartphone apps, especially a
smartphone app (i.e. WhatsApp) to support collaborative learning (CL) amongst
pre-service teachers under the Kuwait Public Authority for Applied Education and
Training (PAAET).
The main research question: ‘Is WhatsApp useful in enhancing collaboration
amongst pre-service teachers at PAAET? If so, then how and why is it useful?’ is
divided into several sub-questions on students’ perspectives of CL, amongst other
relevant issues. The main study approach adopted is qualitative, including several
methods (interviews, observation, focus groups, field notes, and Interactional
Analysis (IA)), in order to gain insights into M-learning, mobile computer supported
collaborative learning (MCSCL), CL, and participatory simulation (PS). PS
involves new roles – the role of a real teacher instead of a pre-service teacher.
The participants (n=65 in the first iteration, and n=59 in the second iteration) were
successfully engaged in two iterations of design-based research (DBR), where
their voices were crucial throughout.
The use of smartphone apps (i.e. WhatsApp) by the students was evaluated, with
information on student usage obtained via various channels. The data was
analysed using a thematic analysis approach. The findings support the key theory
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that unique affordances are offered by smartphone apps (i.e. WhatsApp) for CL,
enhancing learning opportunities with the support of PS activities. However, it was
found that there are also challenges presented by the integration of technology
into PAAET and the Kuwaiti context.
These findings have important implications for both theory and practice and the
integration of smartphone apps into the collaborative educational status quo.
Furthermore, they should expand our understanding of the pedagogical
affordances of smartphone apps for CL in a specific context (PAAET), although
there are limitations to the current study and recommendations for further work
are ultimately presented.

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List of Contents

Abstract ..............................................................................................................................2
Chapter 1: Introduction ..................................................................................................12
1.1 Overview .................................................................................................................12
1.2 Research Rational ...................................................................................................13
1.2.1 Personal Motivation .........................................................................................13
1.2.2 The Necessity for Student-focused Studies within Higher Education
Institutions (HEIs) in Kuwait ....................................................................................17
1.2.3 The Necessity for Research on M-learning to Support Learning in HEIs in
Kuwait .......................................................................................................................18
1.3 Significance of the Study ........................................................................................21
1.4 Definitions...............................................................................................................23
1.4.1 M-learning........................................................................................................23
1.4.2 Pedagogical Affordances .................................................................................24
1.4.3 Collaborative Learning (CL)............................................................................27
1.4.4 Participatory Simulation (PS) ..........................................................................28
1.4.5 Blended Learning (BL) ....................................................................................28
1.5 The Research Question ...........................................................................................29
Chapter 2: Background .................................................................................................30
2.1 Outline.....................................................................................................................30
2.2 Context of the Study ...............................................................................................30
2.3 The Necessity for Theory in M-learning ................................................................32
2.4 The Theoretical Base ..............................................................................................34
2.4.1 Social Constructivist Theory (SCT).................................................................34
2.4.2 The Social Context ...........................................................................................38
2.4.3 Understanding the Learning Process Based on a Social Constructivist View .40
2.4.4 Social Constructivist and M-learning Activities ..............................................47
2.5 Summary .................................................................................................................50
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2.6 Structure of the Thesis ............................................................................................53
Chapter 3: Literature Review ........................................................................................55
3.1 Chapter Outline .......................................................................................................55
3.2 Issues Framing the Literature Review ....................................................................57
3.2.1 What Do we Mean by ‘New Learning’? How Does it Differ from ’Old
Learning’? .................................................................................................................57
3.2.2 Technology Transforms Teaching and Learning and Offers New Learning
Opportunities.............................................................................................................58
3.3 The Literature Review ............................................................................................61
3.3.1 Collaborative Learning (CL)............................................................................61
3.3.2 Mobile Computer Supported Collaborative Learning (MCSCL) ....................71
3.3.3 Why M-Learning? ............................................................................................75
3.3.4 Is M-learning a Sub-Set of E-learning? ...........................................................82
3.3.5 The Pedagogical Affordances of M-technology ..............................................83
3.3.6 The Advantages of Smartphone Apps .............................................................85
3.3.7 Challenges and Barriers to M-Learning ...........................................................87
3.3.8 Participatory Simulation (PS) ..........................................................................92
3.3.9 Challenges and Barriers in Kuwait ..................................................................95
3.3.10 Can Online Tools (e.g. Smartphones) Overcome Barriers, Namely Cultural
and Contextual Barriers?.........................................................................................100
3.4 Summary ...............................................................................................................101
Chapter 4: Methodology ..............................................................................................105
4.1 Outline...................................................................................................................105
4.2 Research Paradigm................................................................................................106
4.2 Methodological Choice (DBR) .............................................................................107
4.3 The Process of Design-Based Research (DBR) ....................................................110
4.4 Using DBR in This Study .....................................................................................111
4.4.1 Preliminary Phase ..........................................................................................113
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4.4.2 Prototyping Phase ..........................................................................................114
4.4.3 Reflection Phase.............................................................................................116
4.4.4 Trustworthiness ..............................................................................................116
4.4.5 Generalisability ..............................................................................................118
4.4.6 Procedures to gain validity and reliability (trustworthiness) .........................119
Chapter 5: Consultation with Students and Teacher (Informal Exploratory
Technique, and Question and Answer (Q&A) Session) .........................................123
5.1 Outlines .................................................................................................................123
5.2 Ethical Procedures ................................................................................................124
5.3 Informal Exploratory Technique...........................................................................126
5.4 Question and Answer (Q&A) Session ..................................................................127
5.5 Data Analysis ........................................................................................................129
5.6 Findings.................................................................................................................130
5.6.1 Findings from the Informal Exploratory Study ........................................130
5.6.2 Findings from the Question and Answer (Q&A) Session ........................138
5.7 Summary of Findings ............................................................................................140
5.8 Design Framework 1 .............................................................................................142
5.8.1 Explaining the Conjecture (Design Framework 1) ........................................143
Chapter 6: Prototyping Phase ....................................................................................144
6.1 Outlines .................................................................................................................145
6.2 Designing the Intervention ....................................................................................145
6.2.1 Intended Learning Outcomes (ILO)...............................................................152
6.2.2 Activities ........................................................................................................154
6.2.3 Recalling the Main Research Question ..........................................................156
6.2.4 Returning to the Literature Review (LR) .......................................................156
6.2.5 The Pedagogical Affordances of Smartphone Apps - WhatsApp .................158
6.3 Implementing the Intervention (The First Iteration) .............................................159
6.3.1 Participants .....................................................................................................159
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6.3.2 Methods Used to Collect Data in the First Iteration ......................................160
6.4 Data Analysis Strategy ..........................................................................................170
6.5 Findings.................................................................................................................172
6.5.1 Findings from Interactional Analysis (IA) .....................................................172
6.5.2 Findings from the Focus Group .....................................................................192
6.5.3 Findings from the Observation ......................................................................194
6.6 Reflection on the First Iteration ............................................................................196
6.6.1 Participants’ (Pre-service Teachers) Perspectives .........................................198
6.6.2 Acceptance and Satisfaction ..........................................................................200
6.6.3 Students’ Perspectives on Computers in Education .......................................201
6.6.4 Disadvantages ................................................................................................202
6.6.5 Preferred Devices ...........................................................................................203
6.6.6 Does Using Technology Guarantee Success in Learning? ............................204
6.6.7 The Impact of Group Size and Harmony on Cognitive Productivity ............205
6.7 Discussion .............................................................................................................205
6.8 Summary ...............................................................................................................210
6.9 Development of the Second Draft Principles to Guide the Second Iteration ........212
Chapter 7: Second Iteration, Prototyping Phase .....................................................213
7.1 Outline...................................................................................................................213
7.2 Designing the Intervention ....................................................................................213
7.2.1 The Pedagogical Affordances of Smartphone Apps (i.e. WhatsApp) in the
Second Iteration ......................................................................................................217
7.3 Implementing the Intervention (the First Iteration) ..............................................218
7.3.1 Participants .....................................................................................................218
7.3.2 Methods Used to Collect Data in the Second Iteration ..................................218
7.3.3 Data Analysis Strategy ...................................................................................219
7.4 Findings from the Second Iteration.......................................................................221
7.4.1 Findings from Interactional Analysis (IA) .....................................................221
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7.4.2 Findings from Observations and Field Notes ................................................236
7.5 More Findings on the Second Iteration .................................................................251
7.5.1 When Do You Usually Use The Smartphone For Sharing? ..........................252
7.5.2 How Do You Feel about the Smartphone? Did it Serve You Well? .............253
7.5.3 Do You Accept Peer-assessment? .................................................................256
7.5.4 Teacher Effects ..............................................................................................257
7.5.5 Satisfaction .....................................................................................................258
7.5.6 WhatsApp Increases Social Interaction and Motivation ................................259
7.6 Ethical Issues Related to the Second Iteration ......................................................260
7.7 Summary ...............................................................................................................261
7.8 Final Design Framework 3....................................................................................262
7.8.1 The Final Design Principles ...........................................................................263
Chapter 8: Discussion .................................................................................................265
8.1 Chapter Outline .....................................................................................................265
8.2 Research Question 1 .............................................................................................265
8.3 Research Question 2 .............................................................................................270
8.4 Research Question 3 .............................................................................................271
8.5 Research Question 4 .............................................................................................272
8.6 Research Question 5 .............................................................................................272
8.7 Research Question 6 .............................................................................................275
8.8 Research Question 7 .............................................................................................277
8.9 Summary ...............................................................................................................277
Chapter 9: Conclusion .................................................................................................279
9.1 Chapter Outline .....................................................................................................279
9.2 Summary of Findings ............................................................................................280
9.3 Contributions to Knowledge .................................................................................281
9.3.1 Implications for Theory: The Pedagogical Affordances of WhatsApp .........281
9.3.2 Implications for Practice ................................................................................283
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9.3.3 Implications for Methodology .......................................................................283
9.4 Limitations of the Study........................................................................................285
9.5 Suggestions for policy and practice ......................................................................287
9.6 Recommendations for Teaching and Research in Kuwait ....................................288
9.7 Reflection on Findings ..........................................................................................290
9.8 Summary ...............................................................................................................299

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List of Figures:
Figure 2.1: ZPD and ZCD 42
Figure 5.1: Design-based research (Reeves, 2006, p.59) 111
Figure 6.1: The Haiku LMS 149
Figure 6.2: The initial pedagogical affordances of the smartphone app 161
Figure 6.3: Themes representing the PA of the smartphone app 176
Figure 6.4: Advantages and disadvantages of technology 179
Figure 6.5: Preferred methods of learning 188
Figure 6.6: Instructions on how to use the Haiku-LMS 211
Figure 7.1: The pedagogical affordances of the smartphone app 221
Figure 7.2: Barriers 243
Figure 7.3: Sound & Graphics Programme 258
Figure 7.4: Writing Programme 258
Figure 7.5: Learning via iPad 2 259
Figure 7.6: percentage of Acceptance of WhatsApp 263

List of Tables:

Table 2.1: Structure of the thesis 54
Table 3.1: Features influencing the use of smartphones 80
Table 3.2: Featured related to people 81
Table 4.1: The revised version of DBR for this study 113
Table 4.2: Lincoln and Guba’s translation of terms 118
Table 5.1: Summary of the conjecture (Design Framework 1) 145
Table 6.1: Methods used to collect data 164
Table 6.2: Functions of field notes 167
Table 6.3: Significant features of the smartphone 195
Table 6.4: Design Framework 2 216
Table 7.1: Design Framework 3 267

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