Published on March 29, 2014
Embedding the iPad as a learning and teaching tool: a case study of staff and student perspectives Dr Mary Morrison, Mrs Jean Leah, Ms Fiona Harvey and Mrs Carol Masters
Overview Background Research approach Phase one (paper) Phase two Conclusions
Southampton City University School MBA
Our research design Personalised learning tool Case study of ‘direct experience’ Blended learning
Margaret Driscoll (n.d.) identifies four broad definitions of blended learning, the second of which is “to combine various pedagogical approaches (e.g., constructivism, behaviorism, cognitivism) to produce an optimal learning outcome with or without instructional technology” ‘The appropriate use of theories, methods and technologies to optimise learning’
Our research approach Background Methodology Online survey Case study Individual perspectives Useful for MBA team
Phase one results Survey – online (students 12/25, staff 8/17) Interviews semi-structured: 2 staff and 2 students
Prior use of iPad and tablets (as percentage of respondents in groups)
Comments Student Staff Considered to be a good/ different teaching and learning tool 6 2 Positive about new / different technology 2 7 Considered this to be a sign that students are valued 2 1 Concerned about barriers and lack of system integration 1 1 Portable, light, better than books 2 Comments on provision of iPad (a selection)
Comments Student Staff Useful 8 3 Can use iPad already 3 1 Don’ t need it yet – ie not teaching on MBA yet 1 Prefer not to read user guides 1 2 No time 1 Good to learn about apps 5 Comments on the guide provided
Phase one staff interviews • Potential as learning/ teaching tool • Adjustment of approach needed • Support needed • Technology should enhance learning • Speed of in class researching (good and bad?) • Good for MBA – recognition of special status
Phase one student interviews • Potential (‘the most useful useless device’) • Timesaving • Can transfer practices from work • More support • Familiarity with technology seemed important • Compatibility issues
Barriers and facilitators Wifi coverage Compatibility Using word or other document formats Portability Fast and easy access to internet and email
Phase one conclusions • Too early to draw many conclusions • Valued by both staff and students - distinctive for MBA • Great potential as learning and teaching tool Use should increase over time and with familiarity?
Phase two Survey Staff and students busier Very poor response rate (students 5/25, staff 3/17) Technical issues Interviews (3+3)
Phase two staff interviews • Limited use in class (due to lack of time to prepare, lack of familiarity) • Increasing informal usage (communications, easy access to video and images, texts, use of Facetime with students for meetings) • Noted student usage of iPads (eg with an employer visitor, or as additional tool/ screen) • Would like more guidance
Phase two student interviews • Varied approach, one used iPad as key work and library space, others as additional or back up tool • Direct requests from staff would prompt use • More guidance could help (for staff too) • Culture and familiarity with technology important • Various ideas about how to embed further (advice on apps, learning differences)
Barriers and facilitators Keyboard Not enough guidance Wifi coverage (accommodation) Compatibility with University systems Portability Speed of access E books
Conclusions • iPad good for MBA - adds value, suggests innovation and progression • Powerful tool for blended learning, but staff and students need development opportunities • Personalised learning tool – diverse approaches • Usage generally increased over time • Confident use within the programme depends on a level of familiarity which can only really be achieved through usage (informal/ formal)
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