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Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic

Tony Hall (School of Education, National University of Ireland Galway, Galway, Ireland)
Cornelia Connolly (School of Education, National University of Ireland Galway, Galway, Ireland)
Seán Ó Grádaigh (School of Education, National University of Ireland Galway, Galway, Ireland)
Kevin Burden (Faculty of Arts, Cultures and Education, University of Hull, Kingston upon Hull, UK)
Matthew Kearney (STEM Education Futures, University of Technology, Sydney, Australia)
Sandy Schuck (STEM Education Futures, University of Technology, Sydney, Australia)
Jeroen Bottema (Research Centre of Teaching, Learning and Technology, Inholland University of Applied Sciences, The Hague, The Netherlands)
Gerton Cazemier (Research Centre of Teaching, Learning and Technology, Inholland University of Applied Sciences, The Hague, The Netherlands)
Wouter Hustinx (Research Centre on Educational Innovation, PXL University of Applied Sciences and Arts, Hasselt, Belgium)
Marie Evens (Research Centre on Educational Innovation, PXL University of Applied Sciences and Arts, Hasselt, Belgium)
Ton Koenraad (TELLConsult, Utrecht, The Netherlands)
Eria Makridou (Centre for the Advancement of Research and Development in Educational Technology – CARDET, Nicosia, Cyprus)
Panagiotis Kosmas (Centre for the Advancement of Research and Development in Educational Technology – CARDET, Nicosia, Cyprus)

Information and Learning Sciences

ISSN: 2398-5348

Article publication date: 24 June 2020

Issue publication date: 27 July 2020

7047

Abstract

Purpose

This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

Design/methodology/approach

The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning.

Findings

A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies.

Originality/value

A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future.

Keywords

Acknowledgements

This article is part of the special issue, “A Response to Emergency Transitions to Remote Online Education in K-12 and Higher Education” which contains shorter, rapid-turnaround invited works, not subject to double blind peer review. The issue was called, managed and produced on short timeline in Summer 2020 towards pragmatic instructional application in the Fall 2020 semester.

Citation

Hall, T., Connolly, C., Ó Grádaigh, S., Burden, K., Kearney, M., Schuck, S., Bottema, J., Cazemier, G., Hustinx, W., Evens, M., Koenraad, T., Makridou, E. and Kosmas, P. (2020), "Education in precarious times: a comparative study across six countries to identify design priorities for mobile learning in a pandemic", Information and Learning Sciences, Vol. 121 No. 5/6, pp. 433-442. https://doi.org/10.1108/ILS-04-2020-0089

Publisher

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Emerald Publishing Limited

Copyright © 2020, Emerald Publishing Limited

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