This research is designed to explore the areas of collaborative learning and the use of smartphones as a support for collaborative learning through a year-long exploratory multiple case study approach integrating both qualitative and quantitative data analysis. Qualitative exploratory interviews are combined with Multidimensional Scaling Analysis to provide a detailed image of students' mobile use during collaborative activities. The Multidimensional Scaling (MDS) reliability is supported by a second resampling that produced similar results independent of time or subjects. The results are triangulated across the qualitative and quantitative data and key issues are interpreted and discussed. The results indicate that the introduction of mobile access collaborative homework to a second language English class in Japan does have observable effects on students, including changes in use of space, time and method for mobile collaborative homework.