Mainstreaming Mobile Teaching Innovation In a Resource-Constrained Context

Brown, Cheryl; Haupt, G.; Hunma, and Aditi

doi:10.4324/9781315296739-11

Cited by 1 publication

(3 citation statements)

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“…In this paper we report on one sub-project which was located in the Humanities Extended Degree Programme at the University of Cape Town, South Africa. The project was conducted with 5 lecturers and 201 students who registered for this degree in 2016 (Brown, Haupt, & Hunma, 2018). The extended degree programme is an alternative way to complete the General Bachelor of Arts (BA) degree.…”

Section: Study Design/approachmentioning

confidence: 99%

“…The students who participate in this programme showed potential on their university admission tests but required additional academic support. Lecturers' views and pedagogical strategies for incorporating PMDs in their teaching in this programme have been described elsewhere (Brown, Haupt, & Hunma, 2018). This paper focuses on the experiences and perceptions of the students who participated.…”

Section: Study Design/approachmentioning

confidence: 99%

“…Personal mobile devices were used for a range of activities-both formal (in class, lecturer directed), and informal (out of class, student directed). In the course, programme lecturers made an effort to provide a range of resources which drew on different media (e.g., video, images, podcasts, and texts) to engage students with materials digitally (Brown, Haupt, & Hunma, 2018). Vula, the learning management system (LMS), was a key means of disseminating these resources, and 74% of students indicated they relied on Vula for their coursework (see Table 4).…”

Section: Formal Versus Informal Learningmentioning

confidence: 99%

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Using Personal Mobile Devices to increase flexibility and equity in learning in resource constrained contexts.

Brown,

Haupt

2018

JOFDL

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This paper examines how in a resource constrained context, access to personal mobile devices for first year university students increases their flexibility of learning and creates a environment of greater inclusivity at University. In 2016, at the start of their first year 201 students in an extended degree program in the Humanities at the University of Cape Town were surveyed about their access to Personal Mobile Devices (PMDs). Based on need, 68 students were given an entry level tablet to use as their own for the duration of their studies. As a consequence of establishing a learning context where students all had access to a PMD the lecturers could engage students in multimodal blended learning and teaching approach. This paper draws on data in the form of student surveys and focus groups and explores not only the challenges and opportunities for students in using PMDs for their learning both in and out of the classroom but the flexibility of learning enabled through PMDs. The study shows that creating an equitable context in terms of physical access to digital technology enables students’ learning but also presents some new challenges.

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Section: Study Design/approachmentioning

confidence: 99%

Section: Study Design/approachmentioning

confidence: 99%

Section: Formal Versus Informal Learningmentioning

confidence: 99%

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