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dc.contributor.authorNestel, D
dc.contributor.authorNg, A
dc.contributor.authorGray, K
dc.contributor.authorHill, R
dc.contributor.authorVillanueva, E
dc.contributor.authorKotsanas, G
dc.contributor.authorOaten, A
dc.contributor.authorBrowne, C
dc.date.accessioned2020-12-21T03:58:04Z
dc.date.available2020-12-21T03:58:04Z
dc.date.issued2010-08-11
dc.identifierpii: 1472-6920-10-57
dc.identifier.citationNestel, D., Ng, A., Gray, K., Hill, R., Villanueva, E., Kotsanas, G., Oaten, A. & Browne, C. (2010). Evaluation of mobile learning: Students' experiences in a new rural-based medical school. BMC MEDICAL EDUCATION, 10 (1), https://doi.org/10.1186/1472-6920-10-57.
dc.identifier.issn1472-6920
dc.identifier.urihttp://hdl.handle.net/11343/257431
dc.description.abstractBACKGROUND: Mobile learning (ML) is an emerging educational method with success dependent on many factors including the ML device, physical infrastructure and user characteristics. At Gippsland Medical School (GMS), students are given a laptop at the commencement of their four-year degree. We evaluated the educational impact of the ML program from students' perspectives. METHODS: Questionnaires and individual interviews explored students' experiences of ML. All students were invited to complete questionnaires. Convenience sampling was used for interviews. Quantitative data was entered to SPSS 17.0 and descriptive statistics computed. Free text comments from questionnaires and transcriptions of interviews were thematically analysed. RESULTS: Fifty students completed the questionnaire (response rate 88%). Six students participated in interviews. More than half the students owned a laptop prior to commencing studies, would recommend the laptop and took the laptop to GMS daily. Modal daily use of laptops was four hours. Most frequent use was for access to the internet and email while the most frequently used applications were Microsoft Word and PowerPoint. Students appreciated the laptops for several reasons. The reduced financial burden was valued. Students were largely satisfied with the laptop specifications. Design elements of teaching spaces limited functionality. Although students valued aspects of the virtual learning environment (VLE), they also made many suggestions for improvement. CONCLUSIONS: Students reported many educational benefits from school provision of laptops. In particular, the quick and easy access to electronic educational resources as and when they were needed. Improved design of physical facilities would enhance laptop use together with a more logical layout of the VLE, new computer-based resources and activities promoting interaction.
dc.languageEnglish
dc.publisherBMC
dc.rights.urihttps://creativecommons.org/licenses/by/4.0
dc.titleEvaluation of mobile learning: Students' experiences in a new rural-based medical school
dc.typeJournal Article
dc.identifier.doi10.1186/1472-6920-10-57
melbourne.affiliation.departmentSurgery (Austin & Northern Health)
melbourne.source.titleBMC Medical Education
melbourne.source.volume10
melbourne.source.issue1
dc.rights.licenseCC BY
melbourne.elementsid1269247
melbourne.contributor.authorNestel, Debra
dc.identifier.eissn1472-6920
melbourne.accessrightsOpen Access


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