ABSTRACT To incorporate a rich, comprehensive and well-established framework for an advanced learning pedagogy, this study focuses on the use of smartphones as a social constructivism tool for inquiry-supported problem solving in a first-year adventure destinations module at a Tshwane Higher Education Institution (HEI). Results obtained through quantitative data collection and analysis methods indicate that student learning is enhanced through the use of smartphones as a tool to promote collaborative learning. Findings propose the adoption of new technologies in the learning process, with adventure tourism students adjusting their social networking traditions to include academic learning practices, supported by tools that enhance collaborative/networked learning and teamwork. Findings also suggest that HEIs may potentially save costs by encouraging adventure tourism students to Bring Your Own Device (BYOD) for teaching and learning purposes. This will avail more funding to support students who do not own mobile technology tools. This will close the digital divide and increase the motivation for seeking lifelong learning opportunities.

中文翻译：

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使用智能手机作为探究式问题解决的社会建构主义教学工具：一项探索性研究

摘要 为了纳入一个丰富、全面和完善的高级学习教学法框架，本研究侧重于使用智能手机作为社会建构主义工具，在茨瓦尼高等教育的一年级冒险目的地模块中解决探究式问题。机构（HEI）。通过定量数据收集和分析方法获得的结果表明，通过使用智能手机作为促进协作学习的工具，学生的学习得到了加强。调查结果建议在学习过程中采用新技术，冒险旅游学生调整他们的社交网络传统，以包括学术学习实践，并辅以增强协作/网络学习和团队合作的工具。调查结果还表明，高等教育机构可能会通过鼓励冒险旅游学生携带自己的设备 (BYOD) 进行教学和学习来节省成本。这将利用更多资金来支持没有移动技术工具的学生。这将缩小数字鸿沟并增加寻求终身学习机会的动力。