Browsing by Subject "Mobile learning"

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  • Johansson, Emilia (Helsingin yliopisto, 2019)
    Sedan år 2013 har förstaårsstuderande i medicin och odontologi på medicinska fakulteten vid Helsingfors Universitet fått en personlig iPad, en surfplatta, att använda i sina studier. Medicinska fakulteten har sedan dess studerat användningen av dessa. Målet med den här undersökningen är att försöka svara på frågan: Har skiftningen till mer digitala hjälpmedel påverkat hur studenter upplever att de klarar sin utbildning och speciellt studierna inom fysiologi? Undersökningsdata har samlats in under år 2018 och år 2019. Metoden är en kvalitativ undersökning som grundar sig på en enkät som skickats ut till en kohort av studerande, som börjat sina studier vid medicinska fakulteten år 2017 och då mottagit en iPad. Enligt resultaten så skriver fler för hand år 2019 än år 2018, e-bok används mer och så även delning av anteckningar med varandra. Vi kan se att skiftningen till mer digitala hjälpmedel påverkar hur studenterna upplever att de klarar sin utbildning och speciellt studierna inom fysiologi. De studenter som främst använder e-bok har en större tilltro till sin förmåga att klara sina studier än de som främst använder tryckt bok. De som främst använder tryckt bok säger sig ha svårt att bilda sig en helhetsbild över fysiologin.
  • Pyörälä, Eeva; Mäenpää, Saana; Heinonen, Leo; Folger, Daniel; Masalin, Teemu; Hervonen, Heikki (2019)
    BackgroundStudents use mobile devices extensively in their everyday life, and the new technology is adopted in study usage. Since 2013, the University of Helsinki has given new medical and dental students iPads for study use. Simultaneously, an action research project on mobile learning started focusing on these students' mobile device usage throughout their study years. Note taking is crucial in academic studies, but the research evidence in this area is scarce. The aims of this study were to explore medical and dental students' self-reported study uses of mobile devices and their best practices of mobile note taking.MethodAn action research project began in 2013 and followed the first student cohort (124 medical and 52 dental students) with iPads from the first until the fifth study year. We explored students' descriptions of their most important study uses of mobile devices and their perceptions of note taking with iPads. The longitudinal data were collected with online questionnaires over the years. The answers to open-ended questions were examined using qualitative content analysis. The findings were triangulated with another question on note taking and focus-group interviews.ResultsThe response rates varied between 73 and 95%. Note taking was the most frequently and consistently reported study use of iPads during the study years. While taking notes, students processed the new information in an accomplished way and personalised the digital learning materials by making comments, underlining, marking images and drawing. The visual nature of their learning materials stimulated learning. Students organised the notes for retention in their personalised digital library. In the clinical studies, medical students faced the teachers' resistance and ambivalence to mobile device usage. This hindered the full-scale benefit of the novel technology in the clinical context.ConclusionsEfficient digital note taking practices were pivotal to students in becoming mobile learners. Having all their notes and learning materials organised in their personal digital libraries enabled the students to retrieve them anywhere, anytime, both when studying for examinations and treating patients in the clinical practice. The challenges the medical students met using mobile devices in the clinical setting require further studies.
  • Pyörälä, Eeva; Mäenpää, Saana; Heinonen, Leo; Folger, Daniel; Masalin, Teemu; Hervonen, Heikki (BioMed Central, 2019)
    Abstract Background Students use mobile devices extensively in their everyday life, and the new technology is adopted in study usage. Since 2013, the University of Helsinki has given new medical and dental students iPads for study use. Simultaneously, an action research project on mobile learning started focusing on these students’ mobile device usage throughout their study years. Note taking is crucial in academic studies, but the research evidence in this area is scarce. The aims of this study were to explore medical and dental students’ self-reported study uses of mobile devices and their best practices of mobile note taking. Method An action research project began in 2013 and followed the first student cohort (124 medical and 52 dental students) with iPads from the first until the fifth study year. We explored students’ descriptions of their most important study uses of mobile devices and their perceptions of note taking with iPads. The longitudinal data were collected with online questionnaires over the years. The answers to open-ended questions were examined using qualitative content analysis. The findings were triangulated with another question on note taking and focus-group interviews. Results The response rates varied between 73 and 95%. Note taking was the most frequently and consistently reported study use of iPads during the study years. While taking notes, students processed the new information in an accomplished way and personalised the digital learning materials by making comments, underlining, marking images and drawing. The visual nature of their learning materials stimulated learning. Students organised the notes for retention in their personalised digital library. In the clinical studies, medical students faced the teachers’ resistance and ambivalence to mobile device usage. This hindered the full-scale benefit of the novel technology in the clinical context. Conclusions Efficient digital note taking practices were pivotal to students in becoming mobile learners. Having all their notes and learning materials organised in their personal digital libraries enabled the students to retrieve them anywhere, anytime, both when studying for examinations and treating patients in the clinical practice. The challenges the medical students met using mobile devices in the clinical setting require further studies.