Student-driven Learning in Integrated Lecture-lab Classroom Environments: The Role of Mobile Computing
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| Audience/Grade: | College Freshman-Continuing Education |
| Discipline(s): |
Bioengineering and Biomedical Engineering Chemical, Biochemical, Biomolecular Engineering Computer Engineering Engineering Education Research General Engineering, Engineering Science Mechanical Engineering Mobile Learning Tablet PCs |
| Special Topic(s): | |
| Learning Resource Type: |
Reference - Educational Research Paper |
| Media Type: |
Unknown |
| Author(s): |
ARCHIE HOLMES JR. KATHY SCHMIDT MIA K. MARKEY THOMAS EDGAR |
| Description: | Abstract: "This paper presents a critical overview of our experiences in using mobile computing for supporting both faculty and students in integrated lecture±lab classroom environments. Three case studies describe how handhelds, laptop carts, tablet PCs, and student-owned laptops/tablets can enable adaptive, active, applied learning. We identify the remaining challenges to be overcome before the potential of mobile computing can be fully realized. Some of those challenges are specific to mobile computing; however, many others are broader problems in engineering education, such as the need for involvement beyond the primary instructors (e.g., technical staff) and modern classroom facilities." Citation: special issue on Mobile Technologies in Engineering Education, IJEE, Vol. 23 (3), 2007, pp. 483-490. |
| Rating: |
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| Related Resources | |
| Keywords: | mobile computing integrated classroom technology literacy |
| Is Component of: |
Mobile Technologies in Engineering Education (I) |
| Usage Tip | |
| Use of Resource: |
Authors' conclusions: "The potential for mobile computing to support student-driven learning in integrated lecture±lab environments is tremendous. Our experiences as illustrated in these case studies have produced more positives than negatives. While we have yet to fully realize this potential, we believe that mobile computing can enable instructors to transform the classroom to provide active, adaptive, and applied learning opportunities. Many challenges, however, remain to be overcome before these goals can be practically reached. While some of those challenges are specific to mobile computing, many others are broader problems in engineering education, such as the need for involvement beyond the primary instructors (e.g., technical staff) and modern classroom facilities. It is feasible to recommend that not only professors but also students will need to approach classrooms with a different mind frame. Enabling access to the world outside the classroom is a strength of many mobile computing technologies, yet we must consider whether technological limits need to be placed on that access and/or if our students need new guidance on how to learn effectively in such an ``open' environment. Students need to be willing to come to class prepared and able to disregard technological distracters in order to make the most of ubiquitous technologies. Professors will need to be willing to experiment with their instructional palettes for inclass as well as out-of-class learning." |
| Difficulty: |
Medium |
| Interactivity Level: |
Very low |
| Version Info | |
| Publication Date: | June 2007 |
| Platform/Format: |
WWW |
| Cost: |
Free |
| Download URL: | http://www.ijee.dit.ie/latestissues/Vol23-3/08_ijee1938.pdf |
| Metadata: |
IEEE LOM Record |
| Collection: |
International Journal of Engineering Education
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