Mobile or Not? Assessing the Instructional Value of Mobile Learning

Abstract

Our aim was to explore the influence of mobile learning on students’ acquisition of conceptual knowledge of business communication, as well as on the development of their communication skills. We compared the performance of three groups of students according to the pedagogical approach that we used with them: a mobile learning group, a conventional group, and a control group. Our findings suggest that a mobile learning intervention leads to an improvement in student performance in a formal assessment and that it will also have a positive impact on learning outcomes.

Creating an instrument for evaluating critical thinking apps for college students

“…Also, apps that follow the design criteria indicated in the study can ensure that they include critical features to support student learning. This supports other literature on the value of mobile learning/apps either in general or in other subject areas (not specifically in critical thinking) for increased performance (e.g., Nickerson et al., 2017), supportive feedback (e.g., Tärning, 2018), ubiquity (Pimmer et al., 2016), and increased motivation (e.g., Klímová, 2018).…”

“…While the current study supports theoretical and functional concerns in the design and use of apps in education, there is still much to gain (and learn) from using new technologies for instructional purposes. We (the authors) agree with Crompton and Burke (2018: 58) that “most research studies have found positive outcomes when using mobile devices.” While most of these studies involved undergraduates, there appears to be general consensus across disciplines on the value of mlearning (e.g., Nickerson et al., 2017). However, further research would be helpful on the design and use of apps for graduate and professional education (e.g., educational leadership, law, and medicine).…”

A Business Communication Assessment Tool Based on Workplace Assessment Processes and Service-Learning

“…Calls of researchers like Nickerson et al (2017), Pittenger et al (2004), and Yu (2010) to involve business professionals as consultants in the assessment of BPC skills have been addressed through the project. In this project, a class of 60 students, with 10 groups of six members each, presented and got comprehensive feedback from 30 to 40 industry experts of all levels.…”

“…Furthermore, Fraser et al (2005) note that imparting BPC skills in the classroom environment is a multifaceted, complex, as a demonstration of effective communication by an individual requires utilizing varied skill sets at the same time, including verbal, nonverbal, emotive, language, knowledge of context, and audience. According to Nickerson et al (2017), the process of teaching BPC skills involves identifying the knowledge (what) and skills (how) necessary to complete a communication task effectively, and then building students' proficiency with the what and how aspects of communication. Expectations of the industry in terms of BPC include several facets of communicating in complex, dynamic situations instead of just speaking and writing effectively (Tuleja & Greenhalgh, 2008), organizing and participating in business meetings, and the skill of resolving conflicts using communication (Brink & Costigan, 2015).…”

Interactive Mobile Technologies on Civic Education Learning in Higher Education

“…The use of smartphones as learning media also provides new experiences for students and makes it easier for students to learn because of its simple shape [5]. Nickerson, Rapanta, and Goby [28] explained that mobile learning as a learning medium is not only assessed on one side. Using mobile learning should motivate and stimulate students to remember what they have learned and provide learning stimulation [29].…”