Examining the Uses of Student-Led, Teacher-Led, and Collaborative Functions of Mobile Technology and Their Impacts on Physics Achievement and Interest

Zhai, Xiaoming; Li, Min; Chen, Siwei

doi:10.1007/s10956-019-9767-3

Cited by 16 publications

(41 citation statements)

References 35 publications

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“…Clinical psychology educators in Singapore could use the preliminary qualitative findings from this study to enhance their understanding of trainees’ perspectives, for consideration when designing their teaching methodologies to cater to a range of learning styles. In view of the advent of mobile technology in our contemporary society [1,2,3,4], the inclusion of m-learning has the potential to tap upon the advantages of the mobile platform [5]. Our preliminary findings serve to encourage educators to collaborate with researchers to further innovative research in the area, and continue to gather evidence to support a contemporary step beyond the traditional classroom, in our innovation to enhance flexible and continuous learning that is not confined to the physical traditional classroom space [6].…”

Section: Resultsmentioning

confidence: 99%

“…With the rising trend in e-technology [1,2], the advancement of smartphones has ushered in an era where smartphone applications can be used to enhance teaching and learning [3,4]. M-learning is often referred to as the learning that takes advantage of mobile technologies, to occur without being limited to a fixed place [5].…”

Section: Introductionmentioning

confidence: 99%

“…M-learning facilitates students’ continuous learning beyond the physical constraints of the traditional classroom [6]. Previous research showed that m-learning could incorporate the benefits of smartphones, such as portability, accessibility, and interactive features [4,7]. Studies have reported how the affordability and ease of using smartphones as compared to other mobile technologies have maximized students’ opportunities to gain knowledge inside and outside of classrooms [8].…”

Section: Introductionmentioning

confidence: 99%

“…Exploring learners’ perspectives could inform the development of such e-resources [27,28], before such e-resources are integrated into an academic curriculum [4]. However, there are limited local studies exploring m-learning delivered via smartphone applications in education that catered to students’ needs, expectations and learning preferences.…”

Section: Introductionmentioning

confidence: 99%

“…This study aimed to address this gap in the local literature by exploring clinical psychology trainees’ perspectives on a novel smartphone application in clinical psychology training through a mixed-methods study design. As recommended by previous research [4], the employment of mixed-methods study design will be useful to explore the impact of m-learning utilizing the novel smartphone application. A mixed-methods approach in this study entails the use of both quantitative and qualitative methods.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Smartphone Application in Postgraduate Clinical Psychology Training: Trainees’ Perspectives

Choo

Devakaran

Chew

et al. 2019

IJERPH

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M-learning refers to the learning that takes advantage of mobile technologies. Although research shows enhanced educational outcomes from m-learning in some Asian countries, the generalizability to postgraduate clinical psychology training in Singapore remains unclear. Current professional standards in clinical psychology training emphasize the importance of attainment of clinical competencies in trainees. Although learning theories indicated potential for m-learning to be incorporated into the local clinical psychology curriculum, trainees’ perspectives have not been adequately explored on m-learning. The study aimed to address this gap by exploring the use of m-learning via a novel smartphone application in clinical psychology training using mixed-methods design. Eight clinical psychology trainees between the ages of 26 to 43 years old (mean age of 31.75, SD = 5.49) enrolled in a relevant coursework subject were recruited. Participants were randomly allocated to the experimental and control groups. The experimental group accessed the novel application weekly, from week 1 to week 6, and participants in the control group accessed the application after week 6. Participants from both groups completed a brief demographic questionnaire, and the following scales New General Self-Efficacy Scale adapted for Education (NGSES-E) and self-reported scale of learning outcomes (SLO). The qualitative study explored how participants perceived and experienced the novel application. Participants from the experimental group were invited to provide open-ended responses about the novel application. Data were analyzed using thematic analysis. Results from the qualitative analysis yielded four themes of: Convenience, preferred learning style, building confidence, and putting theory into practice. Findings from the qualitative study were consistent with previous studies about advantages of m-learning: That the e-platform was convenient, the learning style was engaging, which helped to build confidence, and facilitate practical learning of skills. The qualitative results were helpful in understanding the users’ perspectives and experience of the novel application, indicating that future research in this innovative area is necessary. However, the quantitative outcomes were not significant, limitations would be discussed, and recommendations made for future research.

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