E-Learning, Mobility, and Time: A Psychological Framework

Psychological theory and research has contributed to the characterisation and resolution of numerous applied problems in educational and technological contexts. In this chapter, the authors consider psychological theory and research concerning time and discuss how it can inform the understanding of the temporal dimension of mobile learning. Mobile learning presents a number of specific psychological challenges to learners (Terras & Ramsay, 2012), and in this chapter, the authors explore those psychological influences that are time-based. Specifically, they highlight the importance of considering the psychological dimension of time (i.e. how it is perceived and experienced) and illustrate how the subjective experience of time influences the mobile learning experience. The authors identify eight important psychological factors that educational developers and technologists alike should seek to manage in the quest for successful mobile learning. In doing so, they characterise the psychological infrastructure that is required to support the temporal aspects of mobile learning. In particular, the authors highlight the importance of time perception and time management skills as learners need to monitor and allocate their time appropriately across the learning task. Mobile learners also require good meta-cognitive awareness, and they require a high degree of meta-cognitive skills in order to effectively monitor and control their environment and thereby their learning. The discussion highlights the psychological challenges that learners, education providers, and software developers need to overcome in order to address the temporal demands of elearning and maximise the potential of mobile learning.