Eine Analyse von Interaktionsmustern für mobiles forschendes Lernen

  • Marcus SpechtEmail author
  • Angel Suarez


In den letzten zehn Jahren wurde mobile Technologie mehr und mehr zu einer Standardkomponente im Methodenkatalog des forschenden Lernens. Nichtsdestotrotz wurden oft der pädagogische Mehrwert und der sinnvolle Einsatz hinterfragt. In diesem Beitrag haben die Autoren 62 Systeme zur Unterstützung von mobilem forschendem Lernen sowie die Nutzung von mobiler Technologie im Lerndesign und deren potenziellen Mehrwert analysiert. Als besondere Alleinstellungsmerkmale, die den Einsatz von mobiler Technologie rechtfertigen, können Funktionen der individuellen und kollaborativen Datensammlung, der Einsatz von Echtzeitkommunikation sowie die Verbindung von simulierten oder echten Lernsituationen mittels erweiterter Realität hervorgehoben werden. Hierzu präsentieren die Autoren ein Klassifikationsschema für die Entwicklung von dozenteninitiierten, lernerinitiierten und kontextinitiierten Lernszenarien für mobiles forschendes Lernen.


Ubiquitäres Lernen mobiles forschendes Lernen Klassifikationsschema dozenten-lerner- und kontextinitiierte Lernszenarien 


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© Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2018

Authors and Affiliations

  1. 1.HeerlenNiederlande

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