Personal Digital Assistants in medical education and practice

Smørdal, Ole; Gregory, Judith

doi:10.1046/j.0266-4909.2003.jca_033.x

Cited by 58 publications

(31 citation statements)

References 11 publications

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“…We recommend that researchers invoke appropriate theoretical foundations to inform future research. Some of the theoretical foundations relevant to learning and teaching in a mobile learning environment might include activity theory (Smørdal & Gregory, 2003;Waycott et al, 2005) and conversation theory (Kukulska-Hulme & Traxler, 2005;Pask, 1975). For example, Waycott et al (2005) described the application of activity theory to analyse how online students adapted and appropriated PDAs for their learning activities, what benefits the mobile devices enabled, and what problems students encountered.…”

Section: Discussionmentioning

confidence: 99%

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

Cheung

Hew

2009

AJET

114

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Mobile handheld devices are increasingly being used in education. In this paper, we undertook a review of empirical based articles to summarise the current research regarding the use of mobile handheld devices (personal digital assistants/PDAs, palmtops, and mobile phones) in K-12 and higher education settings. This review was guided by the following four questions: (a) How are mobile handheld devices such as PDAs, palmtops, and mobile phones used by students and teachers? (b) What types of research methods have been applied using such devices? (c) What data collection methods are used in the research? and (d) What research topics have been conducted on these handheld devices in education settings, as well as their related findings? We summarise and discuss some major findings from the research, as well as several limitations of previous empirical studies. We conclude by providing some recommendations for future research related to mobile handheld devices in education settings. IntroductionIn the last few years, mobile handheld devices have emerged as a tool for teachers and students to use in K-12 and higher education settings. In this article, we adapted Becta's definition (cited in Perry, 2003) to refer to mobile handheld devices as any small machines that can be carried easily in one's palm and provide computing, as well as information storage and retrieval capabilities. Mobile handheld devices differ from other mobile tools such as laptops because the latter, although portable, are typically not small and light enough to fit in one's palm. Figure 1, adapted from Seppälä and Alamäki (2003), provides a pictorial illustration of the relationship between mobile handheld devices with laptops and desktop personal computers.One of the promises that mobile handheld devices hold is that of a one device to student ratio (Mifsud, 2004). Such a ratio enables a change from the occasional and supplemental use associated with computer laboratories, to more frequent and integral use of portable computer technology in teaching and learning (Roschelle, 2003; Tinker & Krajcik, 2001). Some researchers (e.g. Soloway et al., 2001) believe that such devices have the potential to revolutionise learning, allowing students to undertake learning activities wherever they happen to be. Furthermore, because mobile handheld devices are personal and portable, they may incite in learners a sense of personal ownership over learning tasks and the technologies used to support learning (Hennessy, 2000).The purpose of this article is to review the empirical literature pertaining to the use of mobile handheld devices in K-12 and higher education settings. In this article, we limit our review of handhelds to devices such as personal digital assistants (PDAs), 154 Australasian Journal of Educational Technology, 2009, 25(2) palmtops, and mobile phones. PDAs are shirt pocket sized devices equipped with computer capabilities (Baumgart, 2005;Churchill & Churchill, 2007). PDAs typically come with a touch sensitive screen, a pen/stylus input inter...

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Section: Discussionmentioning

confidence: 99%

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

Cheung

Hew

2009

AJET

114

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“…This is the aim of clinical placement and simulations, however critical analysis and linking theory to practice can be achieved through designing learning experiences around problem based learning and learner generated content and contexts, leading to the development of student critical analysis skills. Examples of authentic mobile clinical analysis projects in the literature include: Conradi et al (2009), Eysenbach (2008, Ming-Zher, Swenson, and Picard (2010), Scott, Nerminathan, Alexander, Phelps, and Harrison (2015), and Smordal and Gregory (2003). In the context of visual design education, todays' students need to develop capability as VR content creator experts as they prepare for a profession that increasingly moves beyond print-based media to enhanced user interactivity and immersion (Sinfield, 2013).…”

Section: Foundational Learning Theoriesmentioning

confidence: 99%

A DBR framework for designing mobile virtual reality learning environments

Cochrane

Cook

Aiello

et al. 2017

AJET

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This paper proposes a design based research (DBR) framework for designing mobile virtual reality learning environments. The application of the framework is illustrated by two design-based research projects that aim to develop more authentic educational experiences and learner-centred pedagogies in higher education. The projects highlight the first two phases of the DBR framework, involving the exploration of mobile virtual reality (VR) to enhance the learning environment, and the design of prototype solutions for the different contexts. The design of the projects is guided by a set of design principles identified from the literature.

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“…The term covers the personalised, connected, and interactive use of handheld computers in classrooms (Perry, 2003;O'Malley & Stanton, 2002), in collaborative learning (Pinkwart, Hoppe, Milrad, & Perez, 2003), in fieldwork (Chen, Kao, & Sheu, 2003), and in counselling and guidance (Vuorinen & Sampson, 2003). Mobile devices are supporting corporate training for mobile workers (Gayeski, 2002;Pasanen, 2003;Lundin & Magnusson, 2003) and are enhancing medical education (Smordal & Gregory, 2003), teacher training (Seppala & Alamaki, 2003), music composition (Polishook, 2005), nurse training (Kneebone, 2005), and numerous other disciplines. They are becoming a viable and imaginative component of institutional support and provision (Griswold, Boyer, Brown, et al, 2002;Sariola, 2003;Hackemer & Peterson, 2005).…”

Section: Introductionmentioning

confidence: 99%

IRRODL Volume 8, Number 2; Special Issue: Mobile Learning

Authors

2007

IRRODL

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This special IRRODL issue on mobile learning is timely because of the proliferation of mobile technology in society, globalization, and the need to re-examine how learning materials are designed and delivered for the new generation of learners. In today's world, people are on the move and are demanding access to learning materials and information anytime and anywhere. At the same time, there is increasing use of mobile technology in different sectors of society to meet the needs of people on the move. In business, there is increasing use of mobile technologies for individuals to conduct their business anywhere and anytime. In healthcare, medical staff are using mobile technologies to access just-in-time information and to enter information in real time. People working in the field away from the central office use mobile technologies to access information and to communicate with other workers. Also, younger generations of learners are using mobile technologies for entertainment and socialization. These learners are using mobile devices to access information and multimedia materials and to communicate with friends. These new generations of learners do not see technology as something foreign. They readily accept technology and consider technology to be part of their lives. Moreover, the use of mobile technology is a 21st Century skill that students and workers must have to function in society.Because of the increasing use of mobile technologies in society and by the younger generation, learners will demand course materials be delivered on mobile technologies to be accessed from anywhere and at anytime. At the same time, today's and tomorrow's learners will be nomadic and continuously on the move. As learners move from one location to the next, they must be able to use the infrastructure in the different locations to access learning materials. Hence, learning materials must be designed for easy access by the nomadic learners using mobile technology regardless of where they are located and which network infrastructure they are using to access information.Despite mobile learning being a relatively new area in the delivery of instruction, many initiatives and research studies have been conducted to investigate the use of mobile technology in learning. For example, MOBIlearn, which is a worldwide European-led research and development project, explored the context-sensitive approaches to informal, problem-based, and workplace learning by using key advances in mobile technologies. In addition, there are papers published on how to design learning materials for delivery on mobile technology (Ally, 2005; Patten, Sanchez & Tangney, 2006; Sharples, Taylor & Vavoula, 2007 achieved so far in the use of mobile technology in learning, and describe the use of different mobile technologies in education and mobile learning applications around the world.The paper by Agnes Kukulska-Hulme looks at mobile usability in educational contexts. She claims that the successful development of mobile learning is dependent on human factors in the...

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Personal Digital Assistants in medical education and practice

Cited by 58 publications

References 11 publications

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

A DBR framework for designing mobile virtual reality learning environments

IRRODL Volume 8, Number 2; Special Issue: Mobile Learning

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