Evaluation of mobile learning: students' experiences in a new rural-based medical school.

Debra Nestel,Elmer Villanueva,Andre Ng,Chris Browne,Robyn Hill,George Kotsanas,Andrew Oaten,Katherine Gray

doi:10.1186/1472-6920-10-57

Abstract

BackgroundMobile learning (ML) is an emerging educational method with success dependent on many factors including the ML device, physical infrastructure and user characteristics. At Gippsland Medical School (GMS), students are given a laptop at the commencement of their four-year degree. We evaluated the educational impact of the ML program from students' perspectives.MethodsQuestionnaires and individual interviews explored students' experiences of ML. All students were invited to complete questionnaires. Convenience sampling was used for interviews. Quantitative data was entered to SPSS 17.0 and descriptive statistics computed. Free text comments from questionnaires and transcriptions of interviews were thematically analysed.ResultsFifty students completed the questionnaire (response rate 88%). Six students participated in interviews. More than half the students owned a laptop prior to commencing studies, would recommend the laptop and took the laptop to GMS daily. Modal daily use of laptops was four hours. Most frequent use was for access to the internet and email while the most frequently used applications were Microsoft Word and PowerPoint. Students appreciated the laptops for several reasons. The reduced financial burden was valued. Students were largely satisfied with the laptop specifications. Design elements of teaching spaces limited functionality. Although students valued aspects of the virtual learning environment (VLE), they also made many suggestions for improvement.ConclusionsStudents reported many educational benefits from school provision of laptops. In particular, the quick and easy access to electronic educational resources as and when they were needed. Improved design of physical facilities would enhance laptop use together with a more logical layout of the VLE, new computer-based resources and activities promoting interaction.

Highlights

Mobile learning (ML) is an emerging educational method with success dependent on many factors including the ML device, physical infrastructure and user characteristics
In this paper we describe the evaluation of a mobile learning (ML) project in a new rural-based medical school at Monash University, Australia
Tutors have reported the value of ML incorporated into curricula, as an adjunct to other educational methods and as a means of engaging otherwise disinterested learners [1]

Summary

Introduction

Mobile learning (ML) is an emerging educational method with success dependent on many factors including the ML device, physical infrastructure and user characteristics. In this paper we describe the evaluation of a mobile learning (ML) project in a new rural-based medical school at Monash University, Australia. “The intersection of mobile computing and e-learning: accessible resources wherever you are, strong search capabilities, rich interaction, powerful support for effective learning, and performance-based assessment. Several authors identify ways in which ML facilitates collaborative learning with time efficient sharing of materials and feedback [5,6,7,8]. Designed learning resources are interactive and enjoyable motivating learners. Tutors have reported the value of ML incorporated into curricula, as an adjunct to other educational methods and as a means of engaging otherwise disinterested learners [1]

Methods

Results

Discussion

Conclusion