Considering the Smartphone Learner: developing innovation to investigate the opportunities for students and their interest

Woodcock, Ben; Middleton, Andrew; Nortcliffe, Anne

doi:10.7190/seej.v1i1.38

Cited by 91 publications

(52 citation statements)

References 9 publications

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“…However, this is open to debate. Problematic issues are the small screen sizes of mobile devices for reading pages of text, limited memories of the devices, short battery life and so forth (Woodcock et al, 2012). Traxler (2010) goes beyond the technical specifications of mobile technologies and questions the "true" value of mobile technologies in shaping learning.…”

Section: Norms: Ict For Learning and Teachingmentioning

confidence: 99%

“…According to Dahlstrom (2012), over 60% of university students in sampled institutions in North America have smartphones and 40% of the university students use their smartphones for academic purposes, such as grade checking, course websites/online syllabi, and course/learning management systems. Likewise, a UK-based survey (Woodcock, Middleton & Nortcliffe, 2012) reported that 69% of sampled university students' own smartphones and that the students autonomously use smartphone technology to support their learning. Students in general consider that technologies can help with their academic study (Dahlstorm, 2012); however, students are largely unaware of the real potential of educational technology applications to support learning (Woodcock et , 2012).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

See 1 more Smart Citation

Are social media applications a facilitator or barrier to learning for tourism and hospitality management students?

2016

Research in Hospitality Management

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Section: Norms: Ict For Learning and Teachingmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Are social media applications a facilitator or barrier to learning for tourism and hospitality management students?

2016

Research in Hospitality Management

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“…Cognitive strategies related to the information obtained and how to manipulate it while metacognitive strategies cover the whole process from planning, monitoring, and evaluation, and social/affective strategies refer to students' ability to control themselves in learning and their interaction with others during the process of learning. Smartphones have developed considerably, then becoming increasingly common place following the release of Apple's iPhone in 2007 (Woodcock, Middleton, & Nortcliffe, 2012). The revolution of mobile learning related to the smartphone development is indicated through a huge number of apps that are available from different apps stores.…”

Section: Introductionmentioning

confidence: 99%

“…Later on, it raises concern about the negative impact of smartphone use towards students' learning performance and achievement (Kibona & Mgaya, 2015). On the other hand, several studies found that smartphone is a possible learning tool that can be utilized by students to learn on their own, or autonomously (Kim & Kwon, 2012;White & Mills, 2014;Woodcock, Middleton, & Nortcliffe, 2012). Hence, the purpose of this research was to investigate whether or not the smartphone use can influence students' learning strategies in autonomous learning.…”

mentioning

confidence: 99%

“…Kim and Kwon (2012) reveal hundreds of smartphone application related to "ESL" that can be accessed by students themselves. Related to students' individual learning, White and Mills (2014) and Woodcock, Middleton, and Nortcliffe (2012) have investigated students' use of smartphones for their individual learning. The studies prove that smartphone offers students with individual learning activity which is strongly related to autonomous learning.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Smartphone and Learning Strategies in Autonomous Learning

Nurhaeni¹,

Purnawarman²

2018

IEFLJ

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Rapid penetration of smartphone in students' life currently leads to the extreme influence and addiction of smartphone use in their daily activities (Alexander, 2011;Hough, 2011). Later on, it raises concern about the negative impact of smartphone use towards students' learning performance and achievement (Kibona & Mgaya, 2015). On the other hand, several studies found that smartphone is a possible learning tool that can be utilized by students to learn on their own, or autonomously (Kim & Kwon, 2012;White & Mills, 2014;Woodcock, Middleton, & Nortcliffe, 2012). Hence, the purpose of this research was to investigate whether or not the smartphone use can influence students' learning strategies in autonomous learning. Both smartphone and autonomous learning share similar principle of independence based on their traits, such as taking control in learning and individuality. The students of Islamic Economy Department that currently enrolled in English class were chosen as the sample of this research. Correlational study was applied with further regression analysis conducted on the collected data. The instruments used in this research were questionnaires and interview. The findings revealed that the use of smartphone influence students' learning strategies. Furthermore, cognitive and social/affective strategies are the strategies that were influenced the most and metacognitive strategies were influenced the least by the use of smartphone in learning English.

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Anatomy drawing screencasts: Enabling flexible learning for medical students

Pickering

2014

Anatomical Sciences Ed

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The traditional lecture remains an essential method of disseminating information to medical students. However, due to the constant development of the modern medical curriculum many institutions are embracing novel means for delivering the core anatomy syllabus. Using mobile media devices is one such way, enabling students to access core material at a time and place that suits their specific learning style. This study has examined the effect of five anatomy drawing screencasts that replicate the popular anatomy drawing element of a lecture. These resources were uploaded to the University's Virtual Learning Environment for student access. Usage data and an end of module questionnaire were used to assess the impact of the screencasts on student education. The data revealed a high level of usage that varied in both the time of day and day of the week, with the number of downloads dramatically increasing towards the end of the module when the assessment was approaching. The student group found the additional resources extremely useful in consolidating information and revision, with many commenting on their preference to the screencasts compared to the more traditional approaches to learning. Scrutinizing the screencasts in relation to cognitive load theory and the cognitive theory of multimedia learning indicates a high correlation with an evidence-based approach to designing learning resources. Overall the screencasts have been a well-received enhancement that supports the student learning and has been shown to promote flexible learning.

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Considering the Smartphone Learner: developing innovation to investigate the opportunities for students and their interest

Cited by 91 publications

References 9 publications

Are social media applications a facilitator or barrier to learning for tourism and hospitality management students?

Are social media applications a facilitator or barrier to learning for tourism and hospitality management students?

The Use of Smartphone and Learning Strategies in Autonomous Learning

Anatomy drawing screencasts: Enabling flexible learning for medical students

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