The effects of mobile learning for nursing students: an integrative evaluation of learning process, learning motivation, and study performance

Li, Kam Cheong; Lee, Linda Yin King; Yau, Ivy Sui Yu; Wong, Billy Tak Ming

doi:10.1504/ijmlo.2019.096471

Cited by 20 publications

(9 citation statements)

References 18 publications

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“…This is done so that students can foster an attitude of the initiative. The interactions that occur between teachers and students during the learning process can increase student motivation and measure the extent to which students can understand the material being taught [25]. The implementation of the scaffolding approach makes students actively involved during learning [24].…”

Section: Test Results Of the Effectiveness Of The Use Of Ipmlm On Thementioning

confidence: 99%

Development of the Android-Based Interactive Physics Mobile Learning Media (IPMLM) with Scaffolding Approach on the Sound Wave to Improve Student Learning Independence

Tuada¹,

Suparno²

2021

Advances in Social Science, Education and Humanities Research

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This study aims to: 1) produce an Android-based IPMLM application that is suitable for learning on sound wave material, 2) test the effect of IPMLM on student learning independence. This type of research is the R&D of 4-D models (defining, developing, developing, and disseminating). The application of this research uses the Scaffolding approach. Research design uses Pre-Test Post-Test Control Group. IPMLM applications are rated by media and materials experts. The limited trial stage for the readability of IPMLM media was carried out at SMAN 1 Woha class 11 IPA with a total of 30 students. The limited trial stage was carried out at SMAN 1 Woha, SMAN 1 Palibelo, SMAN 1 Belo, and SMAN 1 Bolo with a total of 320 students in class 11 of the science program. The subjects of the broad test were students of class 11 IPA from SMAN 1 Woha, SMAN 1 Palibelo and SMAN 1 Belo, each of which consisted of two classes in the experimental class and the control class. The number of students in the experimental class was 88 students and the control class was 90 students. Subjects were selected by purposive sampling technique. The broad test research design used a Pretest-Posttest Control Group. Data collection was carried out by means of a questionnaire. The results show that 1) the IPMLM application is suitable for use in learning physics about sound waves, 2) the use of IPMLM in learning physics increases student learning independence.

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Section: Test Results Of the Effectiveness Of The Use Of Ipmlm On Thementioning

confidence: 99%

Development of the Android-Based Interactive Physics Mobile Learning Media (IPMLM) with Scaffolding Approach on the Sound Wave to Improve Student Learning Independence

Tuada¹,

Suparno²

2021

Advances in Social Science, Education and Humanities Research

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“…The overall introduction of technology-based interventions such as mLearning has been reported to have a potential to contribute to the provision and access to updated information and training material to facilities in remote areas. Moreover, it has been reported to have had a positive impact on learning motivation and study performance [ 26 , 27 ]. However, as also observed in the present study, challenging realities for students, doctors, and nurses need to be addressed first [ 26 ].…”

Section: Discussionmentioning

confidence: 99%

The effect of a mobile-learning curriculum on improving compliance to quality management guidelines for HIV rapid testing services in rural primary healthcare clinics, KwaZulu-Natal, South Africa: a quasi-experimental study

Chamane

Ogunsakin

Mashamba-Thompson

2022

BMC Health Serv Res

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Background Despite significant achievements made towards HIV testing, linkage to antiretroviral therapy treatment and viral load suppression, the Sub-Saharan region of Africa continues to be reported to have the highest prevalence of HIV/AIDS, with over 26 million people living with the disease. In light of the added burden on already overwhelmed health systems due to the Covid-19 pandemic, maintaining the reliability and accuracy of point-of-care diagnostics (POC) results is crucial to ensure the sustainability of quality service delivery. The integration of technology-based interventions into nurse education curricula is growing, to help prepare students for the current practice environment which requires access to large amounts of information. The aim of this study was to determine the effect of a Mobile Learning (mLearning) Curriculum on improving the quality of HIV rapid testing services in rural clinics of KwaZulu-Natal (KZN), South Africa. Methods To achieve the aim of this study, pre-test and post-test audits were conducted in a quasi-experimental design. Eleven clinics of KZN, with the highest availability and usage of POC diagnostics were selected from a cross-sectional study survey to constitute the sample of this study. The World Health Organization On-site Monitoring Checklist-Assessment of Quality System was adapted and used as an audit tool to evaluate four key quality components. The effect of the mLearning curriculum on HIV testing quality improvement was determined through statistically comparing pre-audit and post-audit results. The independent samples t-test and the Levene’s test were employed to evaluate the equality of measured variables for the two groups. The relationships between variables were estimated using the Pearson pair wise correlation coefficient (p) and correlations were reported as significant at p < 0.05. Results A total of 11 clinics was audited at the pretest and 7 clinics were audited post-piloting of the mLearning curriculum. The estimated level of compliance of the participating clinics to quality HIV rapid testing guidelines ranged between poor and moderate quality. The mLearning curriculum was shown to have no statistically significant effect on the quality of POC diagnostic services provided in rural clinics of KZN. Conclusion The mLearning curriculum was shown to have no statistically significant effect on the quality of HIV rapid testing services provided in participating clinics; however, multiple barriers to the full adoption of the piloted curriculum were identified. The provision of reliable technology devices and improved internet connection were recommended to enhance the adoption of technology-based interventions necessary to improve access to relevant learning material and updated information.

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“…Access to up-to-date and scientific information helps the student to analyze, critique or prioritize information and can meet the cognitive goals of education. Also, the implementation of innovative methods of nursing education provides the learner to move without time and space limitations, because nursing education is a combination of conceptual knowledge and practical skills in different places such as classrooms, laboratories, and clinical wards, and nursing students can access information [ 11 , 23 ].…”

Section: Discussionmentioning

confidence: 99%

Barriers and facilitators of using mobile devices as an educational tool by nursing students: a qualitative research

2021

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Background Although the use of mobile devices can facilitate the learning process, there may be barriers to using them for learning purposes. This study aimed to identify and investigate the barriers and facilitators of using mobile devices as an educational device from the perspective of nursing students. Methods This qualitative descriptive study was conducted in 2020 on undergraduate nursing students of the Nursing and Midwifery Faculty, Tehran University of Medical Sciences. A total of 22 undergraduate nursing students were selected by purposive sampling with maximum variability. Inclusion criteria were Undergraduate nursing education, having mobile devices, and willingness to participate in research. Data were collected through semi-structured individual interviews for 45–75 min in the proposed environment of students until the data were saturated. Data analysis was performed manually using the framework analysis method with the steps: familiarization, identifying a thematic framework, indexing, Charting and Synthesis, Mapping, and Interpretation. Trustworthiness was determined by methods of Credibility, Dependability, Conformability, and Transferability. Results The majority of participants (45.45%) were 21 years old, 63.63% were women, and 36.36% studied in the 8th semester. Findings from the analysis of interviews showed that barriers to the use of mobile devices were classified into 4 main categories (barriers related to mobile devices, barriers related to Internet access, barriers related to information literacy, cultural-environmental barriers) and 15 subcategories, and facilitating the use of mobile devices was divided into 2 main categories (easy to use mobile devices and easy access to information) and 6 subcategories. Conclusion The results of this study help educational managers and curriculum planners to adapt to technological change, to focus on the many benefits of mobile devices as an educational tool, and to plan to overcome barriers to mobile device use, and use mobile devices to teach theoretical topics and clinical nursing skills effectively.

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The effects of mobile learning for nursing students: an integrative evaluation of learning process, learning motivation, and study performance

Cited by 20 publications

References 18 publications

Development of the Android-Based Interactive Physics Mobile Learning Media (IPMLM) with Scaffolding Approach on the Sound Wave to Improve Student Learning Independence

Development of the Android-Based Interactive Physics Mobile Learning Media (IPMLM) with Scaffolding Approach on the Sound Wave to Improve Student Learning Independence

The effect of a mobile-learning curriculum on improving compliance to quality management guidelines for HIV rapid testing services in rural primary healthcare clinics, KwaZulu-Natal, South Africa: a quasi-experimental study

Barriers and facilitators of using mobile devices as an educational tool by nursing students: a qualitative research

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