An investigation of mobile-mediated social learning using socio-constructivism: a case study of convergence of informal and formal learning at the Polytechnic of Namibia

Mobile phones are hardly used for teaching and learning in the study setting, the Polytechnic of Namibia. Formal learning that is widespread in the study setting does not allow the design of authentic learning tasks. Nevertheless, mobile learning allows the design of authentic learning tasks and enables students to construct knowledge socially in an informal learning environment that facilitates interaction and collaboration. Learning is a boundless social activity that takes place through engagement with others. As learning takes place through interaction, it cannot be confined to the classroom; it should involve transition between formal and informal learning. Learning is hence not confined to didactic methods and does not only take place through transmission of knowledge. New forms of learning are emerging whereby student interaction is enabled by technological tools, unlike formal learning that does not necessitate online tools. Mobile devices might thus be used to mediate convergence of formal and informal learning. This study was aimed to investigate how mobile-mediated social learning converges formal and informal learning, using a socio-constructivist approach. The study was conducted in the Department of Languages at the Polytechnic of Namibia in two phases, the pilot phase that was conducted in 2012, and the main study that was conducted in 2013. The study involved a total of ten students doing Language in Practice. Mobile applications, social media tools inclusive, have potential to change the traditional pattern of learning. They enable social construction of knowledge. As a social media tool, WhatsApp was used in this study as a platform for the participants in the study to exchange ideas and construct knowledge collaboratively.

Grantor dc:publisher.institution

School of Education

Year dc:date.issued

2014

Author dc:creator

• Ithindi, Elina Tangeni

Advisor dc:contributor.advisor

• Ng'ambi Dick

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/12967

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/12967