Do mobile learning devices enhance learning in higher education anatomy classrooms?

Article English OPEN
Wilkinson, Kate ; Barter, Phil (2016)
  • Publisher: University of Bedfordshire
  • Subject:
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

Recently there has been an increased volume of research and practice of mobile Learning (mLearning) and in particular of the tablet device. The question of how, when and where to best incorporate the tablet device into the learning environment in Higher Education remains largely unanswered. The article presents the findings of an empirical study that examined the effect of integrating mobile learning tablet devices into first year University anatomy seminars in a group of Sport and Exercise students. Data on student achievement, attendance and feedback was collected over two academic years and two cohorts, comparing seminar groups taught with tablet devices (iPads) integrated with traditionally taught anatomy seminars. The results indicate that the iPads had a positive effect on attendance, achievement and progression, highlighting the need for a framework as to how the tablet should be incorporated to maximise the learner experience. This article offers insight into the implications of successful mLearning using tablets and into how we, as educators might use the tablet device as a tool to provide a more engaging, successful learning environment which positively impacts on student achievement and independent truly mobile learning outside of the classroom.
  • References (32)
    32 references, page 1 of 4

    Geist, E. (2011). The game changer: using iPads in college teacher education classes. College Student Journal, 45, 4,  758-768. 

    Hahn, J. & Bussell, H. (2012). Curricular use of the iPad 2 by a first‐year undergraduate learning commu‐ nity. Library  Technology Reports, 48, 8, 42-47. 

    Hargis,  J.,  Cavanaugh,  C.,  Kamali,  T.  &  Soto,  M.  (2013).  A  federal  higher  education  iPad  mobile  learning  initiative:  triangulation of data to determine early effectiveness. Innovative Higher Education, 39, 1, 1-13. 

    Hillman, J. (2012). The Impact of Online Quizzes on Student Engagement and Learning. 

    Hopkins, R., Regehr, G., & Wilson, T. D. (2011). Exploring the changing learning environment of the gross anatomy  lab.  Academic  Medicine:Journal  of  the  Association  of  American  Medical  Colleges,  86(7),  883-8.  doi:10.1097/ACM.0b013e31821de30f. 

    Johnson,  B.  C.,  &  Kiviniemi,  M.  T.  (2009).  The  effect  of  online  chapter  quizzes  on  exam  performance  in  an  undergraduate social psychology course. Teaching of Psychology, 36, 33‐37. 

    Junco,  R.,  Heiberger,  G.,  &  Loken,  E.  (2011).  The  effect  of  Twitter  on  college  student  engagement  and  grades.  Journal of Computer Assisted Learning, 27(2), 119‐132. 

    Kinash,  S.,  Brand,  J.  &  Mathew,  T.  (2012).  Challenging  mobile  learning  discourse  through  research:  student  perceptions of Blackboard Mobile Learn and iPads. Australasian Journal of Educational Technology, 28,4, 639- 655. 

    Koole, S., Dornan, T., Aper, L., Scherpbier, A., Valcke, M., Cohen‐Schotanus, J., & Derese, A. (2012). Does reflection  have  an  effect  upon  case‐solving  abilities  of  undergraduate  medical  students?  BMC  medical  education,  12(1),  75. 

    Lindsey,  J.  L.  (2011).  Leading  change:  'going  green'  with  iPads.  International  Journal  of  Business,  Humanities  &  Technology, 1, 2, 10-16. 

  • Metrics
    views in OpenAIRE
    views in local repository
    downloads in local repository

    The information is available from the following content providers:

    From Number Of Views Number Of Downloads
    Middlesex University Research Repository - IRUS-UK 0 604
Share - Bookmark