The impact of an iPad-supported annotation and sharing technology on university students' learning

Wakefield, James A.; Frawley, Jessica Katherine; Tyler, Jonathan; Dyson, Laurel Evelyn

doi:10.1016/j.compedu.2018.03.013

Cited by 26 publications

(13 citation statements)

References 34 publications

(51 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Using shared workspaces improves collaborative project learning [13]. Students sharing technology affects the classroom environment and what students learn [14].…”

mentioning

confidence: 99%

The Effectiveness of Sharing Blended Project Based Learning (SBPBL) Model Implementation in Operating System Course

Wahyudi

2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The implementation of e-learning models in higher education have been tested widely, in order to discover their flexibility in research to time, place, students, courses, and other diverse conditions. This paper resulted from testing the implementation of an SBPBL model. This model maximizes shared e-learning resources in project based blended learning. This research used quantitative research design, with Research and Development using the ADDIE model in an Operating System course. Data were collected by questionnaires, interviews, and observation, then analyzed descriptively. Validity, practicality and effectives of the model were confirmed. Therefore, it is suitable to apply this blended learning system in such course.

show abstract

“…Using shared workspaces improves collaborative project learning [13]. Students sharing technology affects the classroom environment and what students learn [14].…”

mentioning

confidence: 99%

The Effectiveness of Sharing Blended Project Based Learning (SBPBL) Model Implementation in Operating System Course

Wahyudi

2020

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Besides, the tablet has proven to be a useful and effective device during the lockdown period for both tutorials and student follow-up. It has changed the classroom interaction and communication between students as well as collaborative work [71]. At the same time, it has become highly adequate for ubiquitous teaching [13].…”

Section: Web-based Strategiesmentioning

confidence: 99%

Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

et al. 2021

View full text Add to dashboard Cite

The classroom closure during the first semester of 2020 entailed decisive changes in higher education. Universities have become more digital in both the availability of e-resources and pervasive devices and how students communicate with lecturers and classmates. Learners adapted their study habits with a growing role of self-paced, internet-based strategies. Some flipped learning approaches have proven their efficacy under the remote-teaching physical constraints. This study aimed to appraise the outcomes from the implementation of various web-based, learning-aid tools on flipped teaching approaches in engineering modules. The open educational resources (OER) performed satisfactorily during the lockdown period in three universities from two countries with similar higher education models. Such resources encompassed classroom response systems and web-based exercise repositories, designed for diverse purposes such as autonomous learning, self-correction, flipped classroom, peer assessment, and guided study. The acquired experiences reveal that OER helped students to enhance their engagement, reach the deeper levels of the cone of learning, and widen their range of learning abilities. This procedure is easily attainable for architecture, engineering, and construction (AEC) courses and lifelong learning settings. Feedback from students, instructors’ perceptions, and learning outcomes show the suitability and effectiveness of the web-based learning assistant procedure presented here.

show abstract

“…It is unmistakable from the above literature that many institutions ubiquitously are using tablets for learning and teaching. However, there is a lack of research on how the use of tablets affects the learning style of students (Wakefield, Frawley, Tyler, & Dyson, 2018). Furthermore, despite tablets are considered as the most modern tool which is used in the field of education (Cochrane et al, 2013), little published studies have been done in South Africa to confirm that tablets are useful for classroom instruction (Shuler, 2012;Rafiki, 2015).…”

Section: Problem Statementmentioning

confidence: 99%

Strengths and Weaknesses of Using Tablets in Rural University Classrooms: A South African Perspective

Fernandez¹,

Mammen²

2020

ujer

View full text Add to dashboard Cite

Technologies especially tablets are rapidly booming up daily around the world and it reflects in all areas including education. The purpose of this study was to examine the views of stakeholders such as students, lecturers and managers on the strengths and weaknesses of using tablets for learning and teaching at a South African rural university. This research adopted a mixed method study. Although interview data were collected from all stakeholders, survey data were collected only from lecturers. A total of 14 lecturers from a relevant population of 25 voluntarily participated in the survey. However, only 18 students, five lecturers and nine managers were interviewed. Quantitative data were captured manually into Statistical Package for Social Sciences (version 24). While quantitative data were analysed using descriptive statistics, qualitative data were analysed using thematic analysis. The study found the strengths such as gathering information and researching as well as weaknesses such as distractions and social networking during lecture hours. Generally, strengths were greater than the weaknesses and all stakeholders were positive on the use of tablets for learning and teaching in classroom. However, the researchers suggest that training and awareness presentations should be provided to both lecturers and students at the beginning of each academic year to make the use of tablet in classroom more effective.

show abstract

The impact of an iPad-supported annotation and sharing technology on university students' learning

Cited by 26 publications

References 34 publications

The Effectiveness of Sharing Blended Project Based Learning (SBPBL) Model Implementation in Operating System Course

The Effectiveness of Sharing Blended Project Based Learning (SBPBL) Model Implementation in Operating System Course

Some Web-Based Experiences from Flipped Classroom Techniques in AEC Modules during the COVID-19 Lockdown

Strengths and Weaknesses of Using Tablets in Rural University Classrooms: A South African Perspective

Contact Info

Product

Resources

About