Context and agency: complementarity and interactivity
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Context and agency: complementarity and interactivity Jan Elen1 Accepted: 22 October 2020 © Association for Educational Communications and Technology 2020
Abstract In the article ‘Factors predicting online university students’ use of a mobile learning management system (m-LMS)’, Joo, Kim and Kim (Educ Technol Res Dev 64:611–30, 2016) explain actual usage of a mobile learning management system by looking at continuance intention, satisfaction, perceived usefulness, perceived ease of use and expectation confirmation. Perceived usefulness seems to play a pivotal role. In this reaction, it is argued that their study can be approached from to complementary and interacting perspectives: context and agency. Keywords Educational technology · Agency · Mobile learning
Introduction In the article ‘Factors predicting online university students’ use of a mobile learning management system (m-LMS)’, Joo, Kim and Kim (2016) explain actual usage of a mobile learning management system by looking at continuance intention, satisfaction, perceived usefulness, perceived ease of use and expectation confirmation. They contribute to our understanding by integrating different theoretical models and especially by considering actual usage data. Their paper reveals the complementarity and interaction of two perspectives: one that considers the educational context, c.q. a mobile learning management system and a second one that stresses agency, c.q. the use of that environment by students. Both perspectives are complement each other and with each other.
Context As part of the research on mobile learning, Joo et al. help to understand the use of mobile devices. Recent events have revealed the importance of these devices as contexts for learning. Mobile devices have major affordances (see Squire & Klopfer, 2007). The COVID19 crisis has immediately revealed two assets: portability and availability. Portability has * Jan Elen [email protected] 1
Center for Instructional Psychology and Technology, KU Leuven, Dekenstraat 2, 3000 Leuven, Belgium
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allowed students to attend school from home . It has been proved that mobile devices can carry education. Instead of obstructing and deviating from acquiring learning outcomes in formal education, it enables education in difficult times. That is revealing as for instance mobile devices are banned from schools in France since September 2018. Availability is another major asset. Mobile devices are everywhere, their penetration is nearly absolute and this in quasi all countries irrespective of their economic development (see a.o. Motlik, 2008). In recent months it was shown that not all students may have computers, laptops or tablets at home but they all seem to have cell-phones. Thanks to those mobile devices education could be made available to all students and learning has never stopped (see for testimonies: https://en.unesco.org/covid19/educationresponse/learningneverstops/testimonies). A teacher in an education center In Flanders reported that she corre
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