BACKGROUND AND PURPOSEClass size in professional level physical therapy programs in United States (US) is growing, presenting instructional challenges to physical therapy faculty.1 In order to manage larger classes, faculty may consider innovative teaching methods to promote learning, including use of mobile devices. Mobile devices have become ubiquitous and mobile tablet personal computer (PC) use is rapidly growing. An estimated 195.4 million tablets were sold in 2013 and it is predicted that 270.7 million tablets will be sold in 2014.2 Mobile devices are increasingly providing users with access to information wherever they can connect to mobile networks, but adopting them for promotion of academic learning has been slow-moving.3 This is changing, though, and several universities are responding to emerging technology by requiring all incoming undergraduate students to purchase mobile tablets (eg, iPads).4 Alternatively, some universities provide students with iPads.4 Knowing that requiring mobile devices for a class does not necessarily enhance learning, educators should consider underlying pedagogical goals to determine best strategy to achieve these goals.5,6Mobile learning (ie, m-learning) is an extension of technology-enhanced learning.7,8 M-learning has been defined as the exploitation of ubiquitous handheld technologies, together with wireless and mobile phone networks, to facilitate, support, enhance and extend reach of teaching and learning.9 Information may be accessed anytime, anywhere using wireless internet technology and handheld devices.7,10 Twenty-first century educators may use technology to design active learning experiences rather than transmit knowledge in face-to-face lectures.11 In addition, m-learning may better promote learning since it is personalized, asynchronous, learner centered, beyond classroom or home (anytime, anywhere), and offers opportunity to use spare time for learning.7,8 As Sharpies and colleagues12 point out, these concepts of learning align well with mobile technology features: personal, user centered, mobile, networked, ubiquitous, and durable. This rich definition of m-learning affords educators opportunity to apply a wide variety of learning theories to design m-learning experiences, including (but not limited to) situated learning, ubiquitous learning, behaviorist learning, collaborative learning, and constructivist learning.10,12,13Understanding definition (ie, what) of m-learning and ability of innovative educators to apply various learning theories to achieve identified pedagogical goals is only first step to achieve these goals.5 Underlying theories and assumptions lead to action strategies to achieve identified learning goals (ie, how) of applying m-learning. The strategy of m-learning is equally critical to assessment of teaching interventions. In a literature review of technology-enhanced learning, Kirkwood and Price7 identified 3 basic types of interventions using technology based upon goals of (1) replicating existing teaching practices, (2) supplementing existing teaching, and (3) transforming teaching and/or learning processes and outcomes. Knowledge of these underlying goals for technology-enhanced learning, combined with knowledge of capabilities of mobile devices-may be useful to design learning activities.Since m-learning is a relatively new phenomenon, there are limited reports of its use to enhance learning. Shih and Mills14 modified a university literature class by using mobile devices for student access to course documents, discussion board response, and communication via text messages in short message service (SMS). A student survey showed experience improved motivation, enhanced communication, and encouraged collaboration.14 In contrast, undergraduate students in a digital media course were neutral regarding added benefit of a mobile device to access course content via Blackboard Mobile' Learn, a software application for Blackboard learning management system. …
Read full abstract
May 13, 2018
Irene Govender + 1
Open Access
