iWant does not equal iWill: Correlates of mobile learning with iPads, e-textbooks, BlackBoard Mobile Learn and a blended learning experience
Jeffrey Brand, Shelley Kinash, Trishita Mathew, Ron Kordyban, Bond University, Australia
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, Publisher: Australasian Society for Computers in Learning in Tertiary Education
This research tested the efficacy of a blended learning iteration with iPad tablet computers, an e- textbook and Blackboard's Mobile Learn application connected with a learning management system (LMS). Mobile learning was embedded into the pedagogical design of an undergraduate subject run in two semesters with 135 students. Using design-based research (DBR), an empirical investigation examined four variables including: iPad use; mobile technology use; attitude, including the unified theory of acceptance and use of technology (UTAUT) scale; and academic performance. Quantitative analysis with PASW Statistics included descriptive, scaling, correlations, partial correlations and ANCOVAs. Results suggested that students were positive about mobile learning, but were unconvinced that it made a difference to their learning. Performance variables demonstrated that age and self-managed learning attitudes were important covariates with academic success, and mobile learning per se was important but not independent from curriculum design and student engagement.
Brand, J., Kinash, S., Mathew, T. & Kordyban, R. (2011). iWant does not equal iWill: Correlates of mobile learning with iPads, e-textbooks, BlackBoard Mobile Learn and a blended learning experience. In Proceedings of ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2011 (pp. 168-178). Australasian Society for Computers in Learning in Tertiary Education.
Cited ByView References & Citations Map
Suzanne Sackstein & Linda Spark, University of the Witwatersrand, South Africa
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 992–998
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