The use of mobile technology for work‐based assessment: the student experience

Abstract

This paper outlines a research project conducted at Leeds University School of Medicine with Assessment & Learning in Practice Settings Centre for Excellence in Teaching and Learning, collaboration between the Universities of Leeds, Huddersfield, Bradford, Leeds Metropolitan University and the University of York St John.The research conducted is a proof of concept, examining the impact of delivering competency based assessment via personal digital assistants (PDAs) amongst a group of final year undergraduate medical students. This evaluation reports the student experience of mobile technology for assessment with positive effects; concluding that overall the students found completing assessments using a PDA straight forward and that the structured format of the assessment resulted in an increased, improved level of feedback, allowing students to improve their skills during the placement. A relationship between using the PDA for learning and setting goals for achievement was clearly demonstrated.

An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach

“…Recommendations have been made for the identification of mobile/social media practices for adaptation and accommodation into the structures of formal educational practices (Coulby et al, 2009;Merchant, 2012). However, tensions exist between youths' preference for multimodal forms of expression and learning, and the cultural bias towards representational forms of production and expression in academic settings (Crook, 2012).…”

“…The work of Traxler (2009) and Cochrane & Bateman (2010) are notable examples of this latter area of inquiry. For example, there are many studies exploring teachers' adoption of smartphones for problem-based learning in primary science and mathematics classrooms (Looi, Seow, Zhang, So, Chen & Wong, 2011), and the field is replete with inquiries that seek to address problems of temporality, credentialism and access in higher and work-based education (Cook & Pachler, 2012;Coulby, Hennessey, Davies & Fuller, 2009). But in terms of starting with smartphone use as an issue of questioning the basic grammar of learning and teaching, studies are scarce: there is inadequate description and understanding of what individuals do with smartphones at a motivational and experiential level and as such, many pedagogical research analyses are impoverished in their cultural and social dimensions (Lee, Cho, Kim & No, 2014;Mothar, Hassan, Hassan & Osman, 2013).…”

Significance of technology-based environment in the development of nursing students critical thinking

“…2010;Maag 2006). While these advantages are provided in terms of educators, students are provided with advantages in issues such as quick access to information, providing cognitive and collaborative learning, getting feedback from educators more often (Coulby et al 2011;Kenny et al 2009;Wyatt 2010). Mobile devices provide quick access to desired evidence-based information about nursing practices and also support students' critical thinking and decision-making processes (Doran et al 2010;Lai and Wu 2012).…”

“…The use of mobile learning applications by educators is increasing to facilitate and improve the learning of students in the field of health sciences, to provide rapid communication and interaction with evidence-based applications. Thus, instructors can observe students' progress thanks to mobile technologies (Coulby et al 2011;George et. al.…”

An Emerging Technology: Augmented Reality to Promote Learning

“…Students can help AR technology developers by sharing their experiences with them. While learning the digestive system, students could use AR applications on their mobile phones and achieve their learning goals easily [22].…”