Personalising Mobile Learning Spaces in Higher Education: A Case Study of a Malaysian Student with Learning Difficulties
This research study reports on a single case study that seeks to explore how a student with learning difficulties uses “everyday” technology to cope with the demands of higher education. A qualitative case study approach was taken, utilising an in-depth i
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Personalising Mobile Learning Spaces in Higher Education: A Case Study of a Malaysian Student with Learning Difficulties Helena Song
Abstract This research study reports on a single case study that seeks to explore how a student with learning difficulties uses “everyday” technology to cope with the demands of higher education. A qualitative case study approach was taken, utilising an in-depth interview as the main data. Data collected was analysed using a thematic approach from which three distinct themes emerged: (1) choice of technology, (2) ease of use/compatibility with technology, and (3) learning strategies. The findings appear to indicate that relationship between the student and her technologies is one that is intimate and personal. Social media technologies, though not designed as learning technologies, were appropriated for academic purposes. These personal social media technologies, particularly Facebook and YouTube, appear to be playing a significant role in the everyday life of the student participant, where there is a blurring of academic and social spaces, formal and informal learning.
H. Song (*) Faculty of Creative Multimedia, Multimedia University, Cyberjaya, Selangor, Malaysia e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 A. Murphy et al. (eds.), Mobile Learning in Higher Education in the Asia-Pacific Region, Education in the Asia-Pacific Region: Issues, Concerns and Prospects 40, DOI 10.1007/978-981-10-4944-6_17
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17.1 Introduction The transition from secondary school to post-secondary education can be a daunting experience for any student. The academic and social demands in a higher education setting are significantly more complex compared to the highly structured secondary school environment. Adapting to the college or university environment might be more challenging for disabled students1 due to their cognitive challenges, executive functioning limitations and social stigmatisation. Hence, disabled students are at high risk of lagging behind their non-disabled peers (DaDeppo 2009), and dropout rates are also notably higher for this cohort (Newman et al. 2011). Past research identifies various reasons for this disparity, particularly in the area of physical, cognitive, and affective challenges. Among others, assistive technology (AT) is often employed to support and assist disabled students in colleges and universities. AT can be defined as “any item, piece of equipment or product system whether acquired commercially off the shelf, modified or customised, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities (U.S. Congress 1997)”. More often than not, AT which includes devices, as well as services, is required for disabled students to be successful learners.
17.2 The Evolving Term: “Assistive Technology” The term AT has evolved since it was first conceived. AT is commonly rigidly defined as a very specific type of technology related to a specific type of disability. The term “Universal Desi
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