scholarly journals Investigating student perceptions on effective use of smartphones for mobile learning

2019 ◽  
Author(s):  
◽  
Naicker Esavanie
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Student Perceptions ◽  
Mobile Learning ◽  
Mobile Applications ◽  
Current Trend ◽  
Smart Devices ◽  
Successful Implementation ◽  
Effective Use ◽  
Enhance Student Learning

The current trend in educational institutions worldwide is the use of smartphones and smart devices to enhance student learning, which has many intrinsic benefits in improving students learning abilities, academic success, and engagement. The important features of education mobile applications boost student engagement through skills-oriented activities. It makes learning ubiquitous, provides access to the latest assorted learning materials, and reduces the communication barrier between students and education institutions. However, many important factors must be taken into account for the successful implementation of mobile applications by the mobile learning industry. This work investigates the factors influencing student perceptions of effective use of smartphones for mobile learning, by exploring theory of planned behaviour, technology acceptance model, expectation confirmation model, flow theory, and will, skill and tool model. A new structural model has been developed based on the factors satisfaction, continuous intention and effective use that can be applied to explain the effective use of smartphones for mobile learning. Data were collected from a survey population that represents 569 students studying at the university to validate the developed model. The technique of variance-based structural equation modelling was used for testing both the measurement and structural models to establish the full predictive power and reliability of the developed model. The results obtained are highly encouraging, giving predictive capability, reflecting that satisfaction and continuous intention to use are the most important predictors of the effective use of smartphones for mobile learning. These capabilities will enhance student learning skills to achieve better academic success through the exploration of the effective use of smartphones for mobile learning.

Assessing Diversity Issues in Instructional Technology

2011 ◽  
pp. 153-165
Author(s):  
Virginia J. Anderson
Keyword(s):  
Higher Education ◽  
Instructional Technology ◽  
General Education ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Social Actions ◽  
Value Diversity ◽  
Diversity Issues ◽  
Effective Use ◽  
Enhance Student Learning

Assessment is a major focus is higher education; IT faculties and departments are being asked to document quantitatively what students have learned in relation to goal-oriented expectations. Although “students will value diversity in the academy and the workplace” is a common course, general education or institutional goal, we often know little about how well students achieve this goal because we do not assess it. This chapter describes how to construct Student Learning Outcomes consistent with valuing diversity, how to design tests/assignments to see if student have achieved those outcomes and how to use that information to inform and enhance student learning in our IT courses, departments or institutions. The chapter reviews key assessment principles and practices. Then, we examine four strategies to document how students’ cognitive perceptions, attitudes, values and social actions in regard to diversity issues may be impacted and assessed. Assessment action scenarios elucidate the effective use of rubrics, Primary Trait Analysis, portfolios and affective behavioral checklists.

Evaluating Student Learning Through Collaborative Testing in a Psychiatric Mental Health Course

2019 ◽  
Vol 12 (1) ◽  
pp. 3-9
Author(s):  
Kimberly D. Helms ◽  
Leigh Ann Keith ◽  
Laura Pruitt Walker
Keyword(s):  
Mental Health ◽  
Nursing Education ◽  
Academic Success ◽  
Problem Solving ◽  
Student Learning ◽  
Student Perceptions ◽  
Healthcare Team ◽  
Research Approach ◽  
Institute Of Medicine ◽  
Collaborative Testing

BackgroundThe Institute of Medicine calls for collaboration and encourages nursing education programs to provide opportunities for students to engage in collaborative efforts with members of the healthcare team to improve the practice environment and patient outcomes. Nurse educators strive to provide meaningful learning experiences that garner competence, decision-making, clinical reasoning, and problem-solving.ObjectiveThe purpose of this study was to examine the effect of collaborative testing on student learning of mental health concepts and to evaluate student perceptions of this learning strategy.MethodsA mixed method research approach was used with students enrolled in a psychiatric mental health class in a baccalaureate nursing program.ResultsThe quantitative research revealed collaborative testing improved student exam scores and the qualitative research revealed the majority of students had a positive perception of collaborative testing.ConclusionsThe research findings support the idea that collaborative testing is an active teaching strategy that fosters higher academic success.Implications for NursingCollaborative testing can introduce the nursing student to the process of teamwork, critical thinking, and problem-solving. The development of these attributes will facilitate the student's ability to work collaboratively as a member of the interprofessional healthcare team.

Spaghetti Sine Curves: Virtual Environments for Reasoning and Sense Making

2013 ◽  
Vol 107 (3) ◽  
pp. 180-187 ◽  
Author(s):  
S. Asli Özgün-Koca ◽  
Michael Todd Edwards ◽  
Michael Meagher
Keyword(s):  
Student Learning ◽  
Virtual Environments ◽  
Sense Making ◽  
Effective Use ◽  
Physical Materials ◽  
Enhance Student Learning

The Spaghetti Sine Curves activity, which uses GeoGebra applets to enhance student learning, illustrates how technology supports effective use of physical materials.

scholarly journals Examining Similarities and Differences among Pharmacy Educational Mobile Applications

2018 ◽  
Vol 9 (1) ◽  
pp. 13
Author(s):  
Serge Afeli
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Mobile Applications ◽  
Learning Experience ◽  
College Campuses ◽  
Pharmacy Students ◽  
New Concepts ◽  
Similarities And Differences ◽  
Enhance Student Learning ◽  
The U.S

The use of educational mobile applications (EMAs) to enhance student learning experience is gaining considerable interest across college campuses in the U.S. Some EMAs are more commendable than others because of their ability to effectively help students study lecture materials, learn new concepts, prepare for exams, and improve their overall academic performance. The aim of this commentary is to highlight the major EMAs currently available to pharmacy students while addressing the similarities and differences between them.   Type:  Commentary

scholarly journals Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Shelley Kinash ◽  
Jeffrey Brand ◽  
Trishita Mathew
Keyword(s):  
Focus Groups ◽  
Student Learning ◽  
Student Perceptions ◽  
Mobile Devices ◽  
Mobile Learning ◽  
21St Century ◽  
Web Pages ◽  
Mobile Learn ◽  
Qualitative Feedback ◽  
The Web

<span>Many university academics disagree with the rationale that we should pursue mobile learning because 21st century students are apparently demanding it. We argue that the only defensible rationale for making mobile learning part of pedagogy is because it enhances student learning. This presentation shares results from research with 135 students engaged in mobile learning over two semesters. It addresses the question of whether </span><em>Blackboard Mobile Learn</em><span> made a perceived difference to their learning. Results revealed that in-class, students used their mobile devices for </span><em>Blackboard Mobile Learn</em><span> to the same extent as they used them for searching the web for study, accessing university web pages, email and making </span><em>Facebook</em><span> posts, but less than they used them for browsing the web for pleasure and </span><em>Facebook</em><span> reading. The majority of students were neutral when asked if they prefer </span><em>Mobile Learn</em><span> over PC access to </span><em>Blackboard</em><span>. Students were likewise neutral when asked whether they perceived </span><em>iPads</em><span> to improve their learning. There was higher frequency agreement that using </span><em>iPads</em><span> motivated them to learn. Qualitative feedback from focus groups was mixed, but largely positive. The overall interpretation was that it is a matter of course that students would access their subject site via mobile devices.</span>

scholarly journals Factors that Affect Teachers' Use of School Gardening in the Elementary School Curriculum

HortScience ◽  
1997 ◽  
Vol 32 (3) ◽  
pp. 504B-504
Author(s):  
Laurie W. DeMarco ◽  
P. Diane Relf ◽  
Alan McDaniel
Keyword(s):  
Elementary School ◽  
Student Learning ◽  
Success Factors ◽  
Teaching Strategy ◽  
School Curriculum ◽  
Successful Implementation ◽  
Master Gardener ◽  
School Gardening ◽  
Service Training ◽  
Enhance Student Learning

A national survey was conducted of teachers who use school gardening and horticulture as a teaching strategy to enhance student learning within a educational curriculum. The surveyed teachers are employed by schools that were recipients of a Youth Gardening Grant from the National Gardening Assn. in the 1994–95 and 1995–96 school years. The intent of this survey was to define the factors that are crucial to the successful implementation of school gardening into the elementary school curriculum as determined by educators who have already implemented such a program. The survey also described the characteristics of school gardening experiences at these elementary schools. Personal interviews with experienced school gardening educators in Virginia and Maryland verified survey results. Educators reported that the factors most responsible for school gardening success were a person responsible for school gardening activities, a growing site, and funding. Support of the principal and the availability of gardening equipment were also highly rated as success factors. Teachers indicated that, although these factors are important, they are not necessarily available at their individual schools. Responses also included an enormous listing of resources used by teachers to meet their school gardening needs. The survey overwhelmingly indicated that experienced educators view school gardening as a successful teaching strategy to enhance student learning. However, educators rely primarily on their personal knowledge of gardening to implement learning experiences with their students. Teachers feel that although their personal gardening knowledge is adequate, they are greatly interested in continued education in the use of school gardening and horticulture, either as in-service training, Master Gardener training, or for continuing education credit.

scholarly journals Integrating inquiry-based learning into the Academic Literacy course to enhance student learning

2018 ◽  
Vol 2 (2) ◽  
pp. 37
Author(s):  
Nomakhaya Fidelia Mashiyi
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Academic Literacy ◽  
Academic Literacies ◽  
Conceptions Of Learning ◽  
Inquiry Based Learning ◽  
Creative Commons ◽  
Literacy Course ◽  
Enhance Student Learning

In this paper, integrating inquiry-based learning (IBL) into an Academic Literacy (AL) course is examined in terms of student perceptions and experience. The study used a questionnaire to establish student perceptions and experiences of the intervention. The findings indicate that integration of IBL into Academic Literacy content could provide rich potential for promoting student engagement, and developing academic literacies, basic inquiry skills and higher-order skills. However, these benefits can only accrue if a programme-wide approach is adopted and there is collaboration between Academic Literacy lecturers and discipline experts. The findings also reveal that student identities, conceptions of learning, conceptualisations of AL, and the disciplinary context in which the IBL is incorporated into AL, all influence the success of the intervention. The study concludes that context is a key factor in the implementation of guided IBL at undergraduate level. Academic Literacy practitioners and subject specialists need to synergise their efforts and work collaboratively to achieve the learning objectives of guided IBL within AL.   How to cite this article:MASHIYI, Nomakhaya. Integrating inquiry-based learning into the Academic Literacy course to enhance student learning. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 37-52, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=33&path%5B%5D=32   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

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