Cornelius, S. and Marston, P. (2009). Towards an understanding of the virtual context in mobile learning

Cornelius, S. and Marston, P. (2009).  Towards an understanding of the virtual context in mobile learning.  ALT-J Research in Learning Technology, 17(3), pp. 161 — 172.  Retrieved on May 31, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/434690_751304989_915792456.pdf


Introduction
Cornelius and Marston indicate that mobile technology is on the rise globally (e.g. 99% of undergraduates in the UK own a mobile device).  The 'anytime, anywhere' concept of learning can be applied and shared across the platform used for text messaging (e.g. simulated learning where mobile devices are an authentic tool in disaster management, mentoring, medical emergencies).  Cornelius and Marston highlight real-time decision making that affect progress and outcome as being mainstream in professional situations.  Praxis generates confidence by making intangible components visible.


Cornelius and Marston observe that past research (early 2000) has mostly concentrated on the technology itself and is now moving towards the effects of mobile learning.  By learning and associating context in different environments individuals are able to interpret and negotiate sense-making from a wider perspective.  Six factors have been identified that evaluate mobile learning:

1. context;
2. tools;
3. communication;
4. subject;
5. object; and
6. control.

Cornelius and Marston use virtual contexts to facilitate conceptualisation of mobile technology.


Towards the virtual context
Cornelius and Marston refer to Frohberg, Goth and Schwaab who consider four aspects of context:

1. independent - learning has no context to environment (e.g. in a bedroom at home) and highlights the fact that location does not matter;
2. formalised - learning has some context to environment (e.g. in a classroom at school);
3. physical - physical presence is not a requirement for learning; and
4. social - any location considered to be social.

Cornelius and Marston observe that the significance of location is irrelevant to the learning activity and view it as the underlying difference between mobile and static learning.  Context crossing applies when messages from a different social context (e.g. school) surrounds the user regardless of individual physical settings.  Mobile technology allows the creation of a virtual context.  Significant to this is the sense of association attached to a virtual community.  An established context can be created and sustained for the duration of the activity.  Mobile learning maintains individual virtual context association.  Simulation stimulates imagination and innovation.  Individuals are provided with a platform that encourages cognitive processes to become behavioural adaptation.  Imagination is integrated with activity, facilitating higher order thinking.


One of the features of mobile learning noted by Cornelius and Marston is disruption.  Messages interrupt the students' current context,  replacing it with a virtual context.  The unexpected and potentially inconvenient times in which messages are received integrates the virtual context with reality.  Cornelius and Marston suggest that opportunities for micro learning are extended.


A real-time authentic decision-making scenario
A flood simulation study framed by an activity theory perspective aimed to uncover issues related to control, context and communication.


The flood disaster simulation
The simulation scenario included fluctuating weather conditions that the manager had to address and respond to over a 72 hour time frame.  Mobile technology was used as the predominant means of communication.  The tutor played the role of civil defense representative.


The virtual context in the flood disaster simulation
Many aspects of the physical location had to be imagined.  Rules and norms were established by the tutor and maintained through association of role.  Questionnaires filled in by the respondents indicated that while individual feeling could not establish whether the experience was realistic, "they were more likely to disagree with the statement that the activity was artificial and did not reflect what would happen in real life" (pg. 8).  Cornelius and Marston note that the comments made by the student showed high levels of engagement in both positive and negative responses (the authors state that negative responses were due to technological and formatting issues) that had impact on preferred strategies that linked to progression.  Examples of decision making sequences made by students who were not engaged include:

• basing decisions on common sense; and
• a conviction that option 2 is always correct.

The simulation interrupted the students' regular routine, although Cornelius and Marston state that the students were interested in receiving communication on their virtual context as mobile learning enhanced individual learning, collective learning, connectivity to meaning making and included a sense of collaboration that promoted positive well-being.  Cornelius and Marston state that the simulation activity was viewed as novel and innovative, highlighting in particular the alternative approach to assessment.


Discussion
The concept of a virtual context in mobile learning adds definition and purpose, where imagination facilitates the cross over between virtual and real contexts.  Cornelius and Marston add that the disruptive power of messages that transport the individual to a different context requires further investigation.  The curiosity that compels students to engage (Gap Theory) could reveal significant links to learning.  Furthermore, interactivity of tasks (e.g. playing games, other commitments) indicates a complexity of difficulties that are associated with managing disturbances and juggling schedules.


The sense of presence created in a virtual context, which may be difficult for some to maintain (e.g. suppressing the physical environment in favour of a virtual environment), has been linked to increased learning.  Exploration will uncover issues in context, cognitive engagement, persistence and disruption.  Language learning and vocabulary association via text messaging may benefit from relevant practice.


Conclusions
Cornelius and Marston identify the rationale of mobile learning in its ability "to be de-coupled" from physical context restrictions.  Designers are challenged to provide virtual contexts that are "realistic and persistent (physically and socially)" (pg. 11) that engage the student in an authentic manner.  Pedagogy benefits by making use of imagination to construct learning that is reflected in deeper levels of analysis, synthesis and evaluation in the students' performance.