Date Presented 04/04/19
This report will discuss multi-institutional data regarding student perceptions on the use of a mobile app as a required textbook before and after use. Outcomes reveal that student preference for using a mobile app over a traditional textbook improve significantly after exposure in a lab setting. When introducing new technologies, it is important to acknowledge how lack of experience can affect student preconceived notions and how attitudes can be altered after exposure within a classroom.
Primary Author and Speaker: Amanda Giles
Additional Authors and Speakers: Orli Weisser-Pike
BACKGROUND: Access to information via mobile devices, such as phone, tablet, and/or laptop has become a standard societal expectation, particularly for students. Thus, it makes sense that textbooks would eventually move over to the digital world, although it is happening at a much slower rate for college students than for primary school students. Further, research has focused on mobile apps in the elementary classroom in greater depth than in higher education. Some studies propose that college students do not want to use mobile applications on their phone due to small screen and limited storage. However, that is anticipated to change over time. Higher education administration is being encouraged to think out of the box in terms of supporting faculty innovations in teaching with the use of e-learning (Alhassan, 2016; Bahri, 2016; Mosawi & Wali, 2015).
GONI: Goniometry for Clinicians (GONI)is a mobile application textbook that was recently developed for use in teaching goniometry skills. GONIhas been pilot tested with occupational therapy, occupational therapy assistant, and physical therapy students using post-exposure surveys with positive outcomes. The addition of pre-test surveys would be beneficial in understanding prior attitudes towards apps before exposure to GONI.
PURPOSE: As a follow-up to the aforementioned pilot study, the primary aims of this study were to determine: (1) To what degree do students use apps as textbooks prior to entering their occupational therapy coursework?; (2) What are student preconceived attitudes of mobile apps replacing traditional textbooks?; and (3) Does exposure to apps in a lab setting change student perceptions of apps as textbooks?
DESIGN: This longitudinal, mixed methods study involves pre- and post-surveys to collect quantitative and qualitative feedback from a convenience sample of first-year occupational therapy students from three academic institutions.
METHOD: Prior to exposure to the GONI app, students were emailed an optional, anonymous REDCap survey related to (a) their experience using apps as a textbook and (b) their perceptions of apps as a required textbook. Following use of the GONI app as a required textbook, students were emailed a second REDCap survey on their perceptions of apps as a required textbook. Surveys included five-point Likert scale questions and open-ended questions. Data on prior app usage and perceptions were analyzed using descriptive statistics. Data on student perceptions of apps before versus after app exposure were analyzed using paired comparisons t-test.
RESULTS: Less than 10% of students reported the experience using a mobile app as a classroom text prior to entering their occupational therapy program. Prior to app exposure, less than 50% of students agreed that they would prefer to purchase an app over a textbook. After app exposure, 80% of students agreed that they would prefer to purchase an app over a textbook.
CONCLUSION: Outcomes show that (1) students have little experience using apps as textbooks and (2) perceptions of apps replacing textbooks improve significantly after exposure to an app in a lab setting.
IMPACT STATEMENT: Given the current trends in educational technology, faculty and students must re-examine traditional textbooks and consider innovative online learning tools as potential replacements. When introducing new technologies, it is important to acknowledge how lack of experience can affect student preconceived notions and how attitudes can be altered after exposure to new technologies within a classroom environment (Clark & Mayer, 2011).
References
Alhassan, R. (2016). Mobile learning as a method of ubiquitous learning: Students’ attitudes, readiness, and possible barriers to implementation in higher education. Journal of Education and Learning, 5(1), 176-189.
Bahri, H. (2016). The application of mobile devices in the translation classroom. Advances in Language and Literary Studies, 7(6), 237-242
Clark, R., & Mayer, R.E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: John Wiley & Sons, Inc.
Mosawi, A. A., & Wali, E. A. (2015). Exploring the potential of mobile applications to support learning and engagement in elementary classes. International Journal of Mobile and Blended Learning, 7(2), 33-44.
