Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis

Kay, Robin; Lauricella, Sharon

doi:10.21432/t2s598

Cited by 95 publications

(104 citation statements)

References 13 publications

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“…its distraction effect. Kay & Lauricella (2011a, 2011b, studying the use of laptops in imparting learning, have said that laptops provided benefits, including improved note-taking, improved organizational skills and improved collaboration among students. They also found that use of laptop posed challenges including distractions caused by students using instant messaging applications, playing games and watching movies instead of focusing on the class.…”

Section: Use Of Pc Tabs For Imparting Learning To Generation Zmentioning

confidence: 99%

Effect of Using PC Tablets on Perceived Learning Outcomes of Generation Z Trainees

Khan

Bansal

2018

IJLD

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This study aims at analyzing the effects of using PC Tabs on perceived learning outcomes of Generation Z trainees in a vocational training institute. Generation Z is the name given to youth born around mid 90s. Having born in and grown up in an era of internet and worldwide web, this generation has become accustomed to e-technology. Their learning preferences have also been conditioned by the e-environment. Resultantly, learning and development experts are focusing on designs and tools matching their learning preferences; adoption of e-learning using PC Tabs for teaching and training is one such step in this direction. This is a correlational study, adopting a mixed method approach, conducted in a Vocational Training Institute in UAE. Sampling frame comprised 100 trainees and their 20 instructors. Purposive sampling technique was used to select 50% instructors (N=10) who had experience of delivering training using PC Tabs. Random sampling technique was used to select 60% of the trainees (N=60). Data was gathered using informal discussions and a questionnaire. Cronbac's Alpha for the questionnaire was 0.834. Data was analyzed using SPSS 16. A moderate positive correlation (Pearson's r= 0.565; p < 0.01) was found between use of PC Tabs and better understanding of lecture. Regression analysis indicated that 30.8% of the variance in better understanding of lecture can be explained by use of PC Tabs by trainees. A moderate positive correlation (Pearson's r= 0.515; p < 0.01), was found between use of PC Tabs and trainees' perceived learning. Regression analysis indicated that 25.3% of the variance in trainees' perceived learning can be explained by use of PC Tabs by trainees. This study concludes that use of PC Tabs have moderate positive effects on better understanding of lecture and trainees' perceived learning outcomes, however, the Generation Z trainees are tilted more towards interactive learning rather than non-interactive content on PC Tabs. The study recommends that the curriculum must be tailored into an interactive format otherwise it may not accrue desired results in enhancing learning outcomes. This study contributes to the body of practical applied knowledge and has significance for training industry, in general, and vocational training, in specific, which are dealing with Generation Z trainees.

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Section: Use Of Pc Tabs For Imparting Learning To Generation Zmentioning

confidence: 99%

Effect of Using PC Tablets on Perceived Learning Outcomes of Generation Z Trainees

Khan

Bansal

2018

IJLD

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“…Moreover, disruption activities, such as instant messaging and web surfing also create problems when laptops were allowed to be used during lectures [8].…”

Section: Background Studymentioning

confidence: 99%

Mobile Wireless Technology and Its Use in Lecture Room Environment: An Observation in Malaysian Institutes of Higher Learning

Balakrishnan¹,

Lay²

2013

IJIET

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Abstract-The use of Mobile Wireless Technologies (MWT) such as mobile phones, tablets and laptops are widespread. Despite their advantages such as portability and speed, their use in the field of education is under-researched in Malaysia. This study was conducted with the main aim of exploring the use of (or rather the lack of) MWT during lectures in higher learning institutions. Non-participatory observations were conducted in four lecture sessions. Results clearly showed that no MWT tools were used during the lectures, and there are almost no interactions between students and lecturers despite the huge number of more than 50 students in the class. A hypothetical framework was then developed based on these findings and supported by related theories. Future work will aim to test and validate this framework by administering interviews and surveys with students and academicians in the country.Index Terms-Higher learning institutions, interaction, mobile wireless technology, observation, students-academicians.

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“…4 Some academicians believe that non-course-related use of e-devices is detrimental to learning and may interfere with the learning environment of others. 5,6 In support of this view, some students have reported that laptop use during class is distracting [7][8][9] and interferes with their ability to learn. 10 Despite some students' negative perceptions, laptop use has not been associated with poorer academic performance among non-laptop users.…”

Section: Introductionmentioning

confidence: 99%

Impact of Electronic Device Use in Class on Pharmacy Students’ Academic Performance

Prescott

Johnson

Wrobel

et al. 2012

American Journal of Pharmaceutical Education

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Objectives. To evaluate and assess the impact of pharmacy students' electronic device (e-device) use during a lecture-based pharmacotherapeutics sequence. Methods. A validated survey instrument to assess e-device use was e-mailed to 238 second-(P2) and third-year (P3) pharmacy students. Grades were reviewed retrospectively and correlated with e-device use to determine its impact on academic performance. Results. Of 140 responding students (59% response rate), 106 reported using e-devices during class for course-related (91.5%) and non-course-related (81.1%) activities. When P2 and P3 students were combined, e-device use was not associated with academic performance (p 5 0.70). Academic performance was not impacted among P3 students (p 5 0.86), but P2 students performed better academically if they refrained from using e-devices during class (mean grade 5 88.5% vs. 83.3%; p50.019).Conclusions. The impact of e-device use on overall academic performance was negligible. Use of e-devices by students enrolled in their first pharmacotherapeutics course may negatively impact academics.

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Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis

Cited by 95 publications

References 13 publications

Effect of Using PC Tablets on Perceived Learning Outcomes of Generation Z Trainees

Effect of Using PC Tablets on Perceived Learning Outcomes of Generation Z Trainees

Mobile Wireless Technology and Its Use in Lecture Room Environment: An Observation in Malaysian Institutes of Higher Learning

Impact of Electronic Device Use in Class on Pharmacy Students’ Academic Performance

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