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Viberg, Olga; Kukulska-Hulme, Agnes; Peeters, Ward – International Journal of Mobile and Blended Learning, 2023
Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs,…
Descriptors: Metacognition, Computer Assisted Instruction, Second Language Learning, Second Language Instruction
Viberg, Olga; Wasson, Barbara; Kukulska-Hulme, Agnes – Australasian Journal of Educational Technology, 2020
Many adult second and foreign language learners have insufficient opportunities to engage in language learning. However, their successful acquisition of a target language is critical for various reasons, including their fast integration in a host country and their smooth adaptation to new work or educational settings. This suggests that they need…
Descriptors: Computer Assisted Instruction, Second Language Instruction, Second Language Learning, Lifelong Learning
Kukulska-Hulme, Agnes – Journal of Learning for Development, 2019
Migrants arriving in a country are not always welcome. Similarly, the arrival of new technologies can be perceived as a blot on the familiar landscape of established educational practices. This paper seeks a productive synergy between migrants' educational requirements with respect to learning the language of their host society; their valuable and…
Descriptors: Telecommunications, Handheld Devices, Second Language Learning, Teaching Methods
Scanlon, Eileen; Gaved, Mark; Jones, Ann; Kukulska-Hulme, Agnes; Paletta, Lucas; Dunwell, Ian – International Association for Development of the Information Society, 2014
This paper discusses how the particular features of mobile learning can be harnessed to provide new informal learning opportunities in relation to context aware and location based learning. The MASELTOV project is developing representations of an incidental learning framework to enable software developers and researchers to both design and analyse…
Descriptors: Electronic Learning, Informal Education, Educational Technology, Computer Software
Arrigo, Marco; Kukulska-Hulme, Agnes; Arnedillo-Sanchez, Inmaculada; Kismihok, Gabor – British Educational Research Journal, 2013
This paper focuses on the use of mobile technologies in relation to the aims of the European Union's Lifelong Learning programme. First, we explain the background to the notion of mobile lifelong learning. We then present a methodological framework to analyse and identify good practices in mobile lifelong learning, based on the outcomes of the…
Descriptors: Meta Analysis, Lifelong Learning, Foreign Countries, Educational Technology
Kukulska-Hulme, Agnes; Viberg, Olga – British Journal of Educational Technology, 2018
This paper presents a review of mobile collaborative language learning studies published in 2012-16 with the aim to improve understanding of how mobile technologies have been used to support collaborative learning among second and foreign language students. We identify affordances, general pedagogical approaches, second- and foreign-language…
Descriptors: Telecommunications, Handheld Devices, Second Language Learning, Second Language Instruction
Kukulska-Hulme, Agnes – Research-publishing.net, 2018
Despite efforts to increase participation in education across the globe, it remains an inaccessible right for millions of children and adults. Mobile learning, and specifically 'mobile assistance', can provide personal support to learners when teachers are scarce or learners have pressing individual goals. MASELTOV was a project which implemented…
Descriptors: Access to Education, Telecommunications, Handheld Devices, Educational Technology
Seta, Luciano; Kukulska-Hulme, Agnes; Arrigo, Marco – International Journal of Lifelong Education, 2014
Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous…
Descriptors: Foreign Countries, Lifelong Learning, Electronic Learning, Educational Technology
Kukulska-Hulme, Agnes – ReCALL, 2009
The use of mobile phones and other portable devices is beginning to have an impact on how learning takes place in many disciplines and contexts, including language learning. Learners who are not dependent on access to fixed computers can engage in activities that relate more closely to their current surroundings, sometimes crossing the border…
Descriptors: Informal Education, Telecommunications, Electronic Learning, Handheld Devices
Jones, Ann; Kukulska-Hulme, Agnes; Norris, Lucy; Gaved, Mark; Scanlon, Eileen; Jones, Jan; Brasher, Andrew – Studies in the Education of Adults, 2017
The challenge of supporting immigrant language-learning and social integration has increased recently, leading to initiatives and projects that aim to provide assistance, including using smartphones in the course of daily activities. However, most of the Mobile Assisted Language Learning (MALL) literature focuses on classroom based learning…
Descriptors: Immigrants, Educational Technology, Technology Uses in Education, Telecommunications
Jones, Ann; Gaved, Mark; Kukulska-Hulme, Agnes; Scanlon, Eileen; Pearson, Charlie; Lameras, Petros; Dunwell, Ian; Jones, Jan – International Journal of Mobile and Blended Learning, 2014
Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented…
Descriptors: Incidental Learning, Handheld Devices, Telecommunications, Feedback (Response)
Kukulska-Hulme, Agnes – Internet and Higher Education, 2012
In a time of change, higher education is in the position of having to adapt to external conditions created by widespread adoption of popular technologies such as social media, social networking services and mobile devices. For faculty members, there must be opportunities for concrete experiences capable of generating a personal conviction that a…
Descriptors: Higher Education, Role Models, Open Universities, Lifelong Learning
Kukulska-Hulme, Agnes; Pettit, John – Journal of Computing in Higher Education, 2008
A major barrier to the uptake and integration of mobile technologies in teaching and learning is the lack of personal experience of mobile learning on the part of those involved in teaching and in the preparation of materials and methods of learner support. Our project addressed this by introducing 40 academic and support staff to the use of…
Descriptors: Professional Development, Educational Technology, Synchronous Communication, Electronic Learning
Kukulska-Hulme, Agnes; Shield, Lesley – ReCALL, 2008
Mobile learning is undergoing rapid evolution. While early generations of mobile learning tended to propose activities that were carefully crafted by educators and technologists, learners are increasingly motivated by their personal learning needs, including those arising from greater mobility and frequent travel. At the same time, it is often…
Descriptors: Distance Education, Computer Mediated Communication, Learning Activities, Internet
Kukulska-Hulme, Agnes – International Review of Research in Open and Distance Learning, 2007
The successful development of mobile learning is dependent on human factors in the use of new mobile and wireless technologies. The majority of mobile learning activity continues to take place on devices that were not designed with educational applications in mind, and usability issues are often reported. The paper reflects on progress in…
Descriptors: Open Universities, Distance Education, Educational Technology, Computer Uses in Education
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