iwant does not equal iwill: correlates of mobile learning with ipads, e-textbooks, blackboard mobile learn and a blended learning experience

This research tested the efficacy of a blended learning iteration with iPad tablet computers, an etextbook and Blackboard's Mobile Learn application connected with a learning management system (LMS). Mobile learning was embedded into the pedagogical design of an undergraduate subject run in two semesters with 135 students. Using design-based research (DBR), an empirical investigation examined four variables including: iPad use; mobile technology use; attitude, including the unified theory of acceptance and use of technology (UTAUT) scale; and academic performance. Quantitative analysis with PASW Statistics included descriptive, scaling, correlations, partial correlations and ANCOVAs. Results suggested that students were positive about mobile learning, but were unconvinced that it made a difference to their learning. Performance variables demonstrated that age and self-managed learning attitudes were important covariates with academic success, and mobile learning per se was important but not independent from curriculum design and student engagement IMS, Learning Tools Interoperability, LTI, learning application, innovation, community of enquiry. © 2011 Jeffrey E. Brand, Shelley Kinash, Trishita Mathew & Ron Kordyban

iWant does not equal iWill: Correlates of mobile learning with iPads, e-textbooks, BlackBoard Mobile Learn and blended learning experience. Paper presented at Ascilite 2011: Changing demands, changing directions

This research tested the efficacy of a blended learning iteration with iPad tablet computers, an etextbook and Blackboard's Mobile Learn application connected with a learning management system (LMS). Mobile learning was embedded into the pedagogical design of an undergraduate subject run in two semesters with 135 students. Using design-based research (DBR), an empirical investigation examined four variables including: iPad use; mobile technology use; attitude, including the unified theory of acceptance and use of technology (UTAUT) scale; and academic performance. Quantitative analysis with PASW Statistics included descriptive, scaling, correlations, partial correlations and ANCOVAs. Results suggested that students were positive about mobile learning, but were unconvinced that it made a difference to their learning. Performance variables demonstrated that age and self-managed learning attitudes were important covariates with academic success, and mobile learning per se was important but not independent from curriculum design and student engagement

University student experiences of mobile learning: one year beyond commencement

Mobile learning was an embedded component in the pedagogical design of an innovative undergraduate course, Digital Media and Society. This paper reports the experiences and perceptions of 189 students over three semesters in 2010 and 2011. Students were given the option of using their own devices or a university loaned iPad. The iPads were loaded with an electronic textbook and a mobile application of the learning management system. Feedback from students on mobility and the electronic text was positive and optimistic overall. However, the majority of these students were not convinced that the trial made a difference to their learning