Distance and devices : potential barriers to use of wireless handheld devices

This paper reports the findings of a research project investigating the use of iPods by student nurses to enhance their interactions with content, instructors and peers while located at a distance from their university campus. Wireless handheld devices (WHD) are an important tool in nursing environments that are undergoing rapid technological change. Preferred treatments, drug dosages, postsurgical care, and preventive healthcare regimens continually change and such devices allow students to rapidly confirm information while in the clinical area, thus fostering active learning and safe practice. A case study approach was adopted with each participating student cohort comprising a case. Multiple data collection methods were used to enable rich descriptions of each case. This paper focusses on factors, relating to the use of iPods, which influenced student learning in distance courses at two regional Queensland universities. It furthermore highlights a range of creative interventions reported by students and educators in resolving issues with their devices. The study found that connectivity difficulties, technology literacy level, compatibility of study resources with the WHDs, and small screen size were all factors that impacted negatively on the use of iPods in distance courses. The paper describes the responses of students and educators to the use of iPods for learning. This study concluded that nursing students and nursing educators alike may experience problems when WHD's are introduced to courses as a platform for learning. However, both students and educators can be innovative and resourceful in managing these problems and, when access to course resources that were enabled for viewing on the WHDs were available, the learning experience of the students and the teaching experience for the educators were enhanced

Empowering educators: Promoting enabling teaching and learning in research and practice

An abiding ambivalence attends the work and identities of contemporary educators. On the one hand, few informed and well-disposed commentators would doubt the importance of teaching and its transformative potential, encapsulated in representations of the teaching profession both in films (Ellsmore, 2005) and in novels (Carr, 1984). On the other hand, teachers are seen as increasingly pressured and under threat, including through (albeit often reluctant) complicity with high-stakes standardised testing (Au, 2011), responding to individual accountability and school league tables (Perryman, Ball, Maguire, & Braun, 2011), engaging with school leaders who have varying degrees of competency (Tschannen-Moran, 2014) and sometimes experiencing feelings of not belonging at school and of emotional exhaustion (Skaalvik & Skaalvik, 2011)

Learning at times and places chosen by the learner : adapting to study with mobile digital devices

There has been substantial research into the use of Information and Communication Technologies (ICT) in higher education but, as mobile access to the Internet becomes the norm, there is a need to explore how mLearning can offer the flexibility expected by increasing numbers of undergraduate university students. This DEHub funded project, conducted by two Queensland Universities, investigated the potential of mobile devices to enhance student learning by increasing time on task at times and locations more convenient for the learner. This paper describes the conceptual background and approaches and reports some initial findings. The key finding is that the presentation of study materials and learning activities requires adjustment to support effective mobile access