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This paper explores the cultural spaces that had to be negotiated by a team of North American and Ghanaian partners when designing, developing and implementing a mobile and blended learning solution to train physician assistants in Ghana. In addition, it examines how these cultural spaces correspond to five mobile and blended learning spaces: temporal, physical, transactional, technological and pedagogical. Employing qualitative narrative inquiry and paradigmatic analysis procedures, we analyzed six types of data to determine the cultural spaces that emerged. Results indicate that cultural spaces were most often negotiated in the transactional mobile and blended learning space and included: identity negotiation, power, status and authority, communication, relational, resource sharing, and organizational spaces. Learning and instructional cultural spaces corresponded with the pedagogical m-learning space while the technology adoption, and technology affordances and interface space corresponded with the technological m-learning space. In addition, negotiation of cultural spaces occurred in the physical and temporal spaces. This study has significance for future international partnerships that plan to provide education and training in emerging economies, and for those who plan to design mobile and blended learning solutions for diverse audiences.


The University of Technology

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Proceedings of the 15th World Conference on Mobile and Contextual Learning, mLearn 2016. Sydney, Australia

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Mobile learning, blended learning, cultural spaces, Ghana, qualitative narrative inquiry, paradigmatic analysis

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Creative Commons Attribution-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.


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