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An international Delphi study  \nLes priorités de recherche en matière d'apprentissage mobile: Une étude de Delphes internationale  \nYu-­‐Chang Hsu, Boise State University Yu-­‐Hui Ching, Boise State University Chareen S nelson, Boise State University  \nAbstract  \nAlong with advancing mobile technologies and proliferating mobile devices and applications, mobile learning research has gained great momentum in recent years. While there have been review articles summarizing past research, studies identifying mobile learning research priorities based on experts’ latest insights have been lacking. This study employed the Delphi method to obtain a consensus from experts about areas that are most in need of research in mobile learning. An international expert panel participated in a three-round Delphi process involving two cycles of online questionnaires and feedback reports. Participants responded to the question,“What should be the research priorities for the field of mobile learning over the next 5 years?” Ten research categories were identified and ranked in order of priority: 1) teaching and learning strategies; 2) affordances; 3) theory; 4) settings of learning; 5) evaluation/assessment; 6) learners; 7) mobile technologies and interface design; 8) context awareness and augmented reality; 9) infrastructure and management; and 10) country and digital divide. This study also reported expert-generated research statements for each research category and the importance of these research statements rated by the experts themselves. Selected research papers were summarized to help contextualize the discussions of research categories and statements.  \nRésumé  \nAvec l'avancement des technologies mobiles et la prolifération des appareils mobiles et des applications, la recherche consacrée à l'apprentissage mobile a récemment pris de l’ampleur. Sides articles ont résumé les recherches antérieures, les études s’appuyant sur les dernières connaissances d'experts pour identifier les priorités de recherche sur l'apprentissage mobile font défaut. La présente étude a utilisé la méthode de Delphes pour obtenir un consensus des experts sur les domaines nécessitant le plus des recherches sur l'apprentissage mobile. Un groupe  \nCJLT/RCAT Vol. 40(2)  \ninternational d'experts a participé à un processus de Delphes structuré en trois rondes impliquant deux séries de questionnaires en ligne et des rapports de rétroaction. Les participants ont répondu à la question : \"Quelles devraient être les priorités de recherche dans le domaine de  \nl'apprentissage mobile pour les cinq prochaines années ?\" Dix catégories de recherche ont été identifiées et classées par ordre de priorité : 1 ) stratégies d'enseignement et d'apprentissage ; 2 ) affordances ; 3 ) théorie ; 4 ) paramètres d’apprentissage ; 5 ) évaluation ; 6 ) apprenants ; 7 ) technologies mobiles et conception de l'interface ; 8 ) perception du contexte et réalité augmentée; 9 ) infrastructure et gestion ; et 10 ) pays et fossé numérique. Cette étude a également repris les déclarations de recherche énoncées pour chaque catégorie par les experts ainsi que le classement par ordre d’importance des déclarations de recherche selon l’avis de ces experts. Quelques articles choisis ont été résumés pour faciliter la contextualisation des discussions portant sur les catégories de recherche et sur les déclarations.  \nIntroduction  \nThe rapid advancement in mobile technologies in recent years has made innovation in mobile learning possible due to varied affordances. O’Malley et al. (2005) defined mobile learning as “any sort of learning that happens when the learner is not at a fixed, predetermined location, or learning that happens when the learner takes advantage of the learning opportunities offered by mobile technologies.” Both are learner-centric, but the first half of the definition points out the mobility and ubiquity","cbCaib4yBJB4velo","https://ap.wps.com/l/cbCaib4yBJB4velo","pdf",466890,22,"English","# Abstract\n# Introduction\n## Mobile learning definition and key affordances\n## Enabling real-world and social learning contexts","[{\"question\":\"What method was used to identify mobile learning research priorities?\",\"answer\":\"The study used the Delphi method to obtain consensus from an international expert panel across three rounds with online questionnaires and feedback reports.\"},{\"question\":\"How many research categories were identified, and how were they handled?\",\"answer\":\"Ten research categories were identified and ranked by priority, and for each category the experts generated research statements that were rated for importance.\"},{\"question\":\"What major affordances of mobile technologies for learning were described in the introduction?\",\"answer\":\"The introduction highlights portability, relatively strong computing power for completing tasks on small devices, and always-on stable high-bandwidth Internet connectivity enabling instant access and real-time communication.\"}]","Research priorities in mobile learning: An international Delphi study - An international Delphi study | PDF",1792085348,55]