Being<i>(t)here</i>: mobilising ‘mediaspaces’ of learning

Enriquez, Judith Guevarra

doi:10.1080/17439884.2012.685744

Cited by 18 publications

(17 citation statements)

References 29 publications

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“…These findings support previous research that indicated that students tend to use the Internet to communicate with other students (Enriquez 2012;van Wyk 2013b;Hu and Kuh 2001;Laird and Kuh 2005) more so than to actually complete their coursework. Consequently, it is not surprising that there was a correlation between the frequency of social media use and the nature of the relationship teacher candidates had with their peers.…”

Section: Discussionsupporting

confidence: 81%

“…In addition (Killeavy and Moloney 2010) to enhancing the perception of a supportive campus environment, having a positive relationship with their peers can be essential to the creation of learning communities where students are at ease with one another so that they may work collaboratively, freely share opinions and respond constructively to the ideas of their fellow students. These conditions are a necessary prerequisite for the critical thinking that supports learning to occur (Enriquez 2012;van Wyk 2013b). Nonetheless, while this study did not specifically ask the participants if they used social media to interact with their instructors, there appears to be a correlation between the frequency of social media use to interact with their classmates outside of class to prepare assignments and the nature of the relationship teacher candidates have with their instructors (Killeavy and Moloney 2010;Kuh 2001a).…”

Section: Discussionmentioning

confidence: 99%

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Using Social Media in an Open Distance Learning Teaching Practice Course

Wyk

2014

MJSS

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Section: Discussionsupporting

confidence: 81%

Section: Discussionmentioning

confidence: 99%

Using Social Media in an Open Distance Learning Teaching Practice Course

Wyk

2014

MJSS

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“…Mobile devices complicate our understandings of place and space, facilitating both ‘absent presence’ and ‘isolated connectivity’ [ 30 ]. As communication devices, mobile phones have been lauded because they let people be ‘distant yet close’ [ 31 ], yet also criticised for allowing users to be ‘mentally and socially elsewhere’ [ 32 ] thus creating a conflict with the norms of expected behaviour.…”

Section: Discussionmentioning

confidence: 99%

Mobile learning devices in the workplace: ‘as much a part of the junior doctors’ kit as a stethoscope’?

et al. 2016

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BackgroundSmartphones are ubiquitous and commonly used as a learning and information resource. They have potential to revolutionize medical education and medical practice. The iDoc project provides a medical textbook smartphone app to newly-qualified doctors working in Wales. The project was designed to assist doctors in their transition from medical school to workplace, a period associated with high levels of cognitive demand and stress.MethodsNewly qualified doctors submitted case reports (n = 293) which detail specific instances of how the textbook app was used. Case reports were submitted via a structured online form (using Bristol Online Surveys - BOS) which gave participants headings to elicit a description of: the setting/context; the problem/issue addressed; what happened; any obstacles involved; and their reflections on the event. Case reports were categorised by the purpose of use, and by elements of the quality improvement framework (IoM 2001). They were then analysed thematically to identify challenges of use.ResultsAnalysis of the case reports revealed how smartphones are a viable tool to address clinical questions and support mobile learning. They contribute to novice doctors’ provision of safe, effective, timely, efficient and patient-centred care. The case reports also revealed considerable challenges for doctors using mobile technology within the workplace. Participants reported concern that using a mobile phone in front of patients and staff might appear unprofessional.ConclusionMobile phones blur boundaries between the public and private, and the personal and professional. In contrast to using a mobile as a communication device, using a smartphone as an information resource in the workplace requires different rituals. Uncertain etiquette of mobile use may reduce the capacity of smartphone technology to improve the learning experience of newly qualified doctors.

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“…Third, the anytime-anywhere logic applied to working and learning on the move is challenged as the importance of place and making place is highlighted. Enriquez (2013) suggests that it is necessary to attend to the ‘materiality of “moves” … and the relational effects of such moves to other bodies and places’ (p. 321). This study suggests that the making of mobilities – in learning and work practices – is a provisional process, a process that unfolds as the digital and physical infuse the other and as ideas and conversations move across devices and dispersed geographies.…”

Section: Introductionmentioning

confidence: 99%