The role of tablets in accessing information throughout undergraduate medical education in Botswana

Witt, Rachel E.; Kebaetse, Masego B.; Holmes, John H.; Littman-Quinn, Ryan; Ketshogileng, Dineo; Antwi, Cynthia; Kovarik, Carrie L.; Nkomazana, Oathokwa

doi:10.1016/j.ijmedinf.2016.01.006

Cited by 46 publications

(59 citation statements)

References 22 publications

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“…Mobile learning supports learning communities where students can collaborate on a number of educational problems, promoting high‐level learning (Ally & Prieto‐Blázquez, ). These claims are consistent with other studies (Tossell, Kortum, Shepard, Rahmati, & Zhong, ; Witt et al, ) which report that mobile devices are useful in providing instant and continued access to information, learning materials, assessments and opportunities for communication, as well as increasing student engagement.…”

Section: Related Literaturesupporting

confidence: 91%

“…Mobile learning supports learning communities where students can collaborate on a number of educational problems, promoting high-level learning (Ally & Prieto-Bl azquez, 2014). These claims are consistent with other studies (Tossell, Kortum, Shepard, Rahmati, & Zhong, 2015;Witt et al, 2016) which report that mobile devices are useful in providing instant and continued access to information, learning materials, assessments and opportunities for communication, as well as increasing student engagement. Bansal and Dhananjay (2014) report that use of mobile applications such as WhatsApp increases immediacy and connection between students and teachers, while Ally and Prieto-Bl azquez (2014) note that with mobile devices, students can contact their facilitators at any time regardless of the time differences, hence enabling cloud teaching (Sutch, 2010).…”

Section: Related Literaturesupporting

confidence: 90%

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Mobile learning in higher education: A comparative analysis of developed and developing country contexts

Kaliisa¹,

Palmer²,

Miller³

2017

Brit J Educational Tech

119

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The purpose of this paper is to compare and contrast characteristics of use and adoption of mobile learning in higher education in developed and developing countries. A comparative case study based on a survey questionnaire was conducted with 189 students (undergraduate and postgraduate) from Makerere University in Uganda and the University of Adelaide in Australia. The Unified Theory of Acceptance and Use of Technology (UTAUT) was employed as the theoretical framework. The results indicated that higher education students in developed and developing countries use a range of technologies for learning, with major differences between Uganda and Australia. The study concludes that mobile learning in higher education in developed and developing country contexts is still at an experimental stage with students using mobile devices in pedagogically limited ways.

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Section: Related Literaturesupporting

confidence: 91%

Section: Related Literaturesupporting

confidence: 90%

Mobile learning in higher education: A comparative analysis of developed and developing country contexts

Kaliisa¹,

Palmer²,

Miller³

2017

Brit J Educational Tech

119

View full text Add to dashboard Cite

show abstract

“…Thus, it is important to train students and teachers how to effectively use these technologies. [64,65] The findings from this study revealed that nurse educators used various teaching strategies, including formal and core lectures, group discussions, small group activities, selfdirected learning, simulations, videos, role play, brainstorming, workbooks, projects, case studies, portfolios and research. In a study conducted by Tiru, [66] it was found that teachers use different facilitation strategies based on various factors, such as the level of the study of the students, and type of the educational activities.…”

Section: Discussionmentioning

confidence: 91%

Facilitation strategies used in e-learning by nurse educators in Rwanda

Harerimana¹,

Mtshali²

2017

JNEP

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Knowledge and skills for teachers to deliver course contents in an e-learning environment is essential. Information Communication Technology (ICT) is being increasingly used in tertiary education as it is flexible and offers many possibilities to meet the needs of a large number of learners. The implementation of e-learning platforms in Rwanda in 2012 for nursing and midwifery instruction has had a positive impact on the quality of nursing education. Educators' facilitation skills play an important role in motivating students in the computer-mediated learning environment. The aim of this paper is to explore the facilitation strategies used in e-learning by nurse educators in Rwanda. A non-experimental quantitative design was used, with 44 nurse educators from three campuses completing the research instruments. The results from this study indicated that the majority of the participants (84.1%) had the same vision of integrating ICT in teaching and learning as their colleagues, the institutional administration, and other staff. 97.7% used computers and/or the internet to prepare lesson and deliver instructions 95.5% reported using facilitation strategies of self-directed learning, 93.2% case studies, 88.6% group discussions, 81.8% small group activities, 72.7% formal lectures, 70.5% role play, 68.2% brainstorming, 63.6% situations of integration, and 63.6% videos. An average of 50% reported using research, and 43.2% workbooks. 27.3% used projects, 25% core lectures, and 11.4% Portfolio. E-learning requires a comprehensive approach of incorporating ICT in teaching and learning. The success of e-learning does not only depend on technological tools available, but also on the pedagogical design, with teachers being required to use innovative teaching approaches to deliver their course contents.

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“…Nonetheless, the lack of guidance in the form of BYOD policies [20,26,27] or mobile device use policies 4 [9,10] and regulations [25] remains a challenge for medical schools and healthcare facilities; hence a strong suggestion for enactment of policies as measures for ensuring effective BYOD implementation [16,23,28,29]. However, there seems to be a paucity in the literature on BYOD policy development, policy evaluation, and evaluation of mobile device implementation projects [3,30].…”

Section: Introductionmentioning

confidence: 99%

Bring-your-own-device in medical schools and healthcare facilities: A review of the literature (Preprint)

Kadimo¹,

Kebaetse²,

Ketshogileng³

et al. 2018

Preprint

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The role of tablets in accessing information throughout undergraduate medical education in Botswana

Cited by 46 publications

References 22 publications

Mobile learning in higher education: A comparative analysis of developed and developing country contexts

Mobile learning in higher education: A comparative analysis of developed and developing country contexts

Facilitation strategies used in e-learning by nurse educators in Rwanda

Bring-your-own-device in medical schools and healthcare facilities: A review of the literature (Preprint)

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