Enhancement or replacement? Understanding how legitimised use of mobile learning resources is shaping how healthcare students are learning
Abstract
The number of smartphones and mobile applications has increased exponentially over the past five years and are now accepted as a cultural norm. This poses challenges and opportunities for higher education institutions exploring the best use of such technologies to facilitate new ways of supporting learning experiences. Examples of good practice in this arena are emerging, in particular in the training of healthcare students who are often away from the university setting and for whom mobile technologies offer new opportunities to access resources and deliver safe patient care. Keys to the success of such programmes are “legitimately” produced resources, and librarians, who are best placed to be able to develop the key skills students need in order to make best use of the technology available to them.
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[Internet]. Measuring the Information Society.
2014 [cited 2015 Apr 13]. Available from:
http://www.itu.int/en/ITU-D/Statistics/Documents/publications/mis2014/MIS2014_without_Annex_4.pdf
2. Lupton D. Digital Sociology. Abingdon:
Routledge; 2015.
3. Department for Education. [Internet] What is
the evidence on technology supported learning?
2013 [cited 2015 Apr 15]. Available from:
http://webarchive.nationalarchives.gov.uk/20130123124929/
http://www.education.gov.uk/a00201823/digital-technology-in-schools
4. UNESCO. Turning on mobile learning in
Europe. Illustrative initiatives and policy
implications. Paris, France; 2013.
5. Bullock A. 2014. Does technology help doctors
to access, use and share knowledge? Med Educ.
2014;48:28-33.
6. Payne KFB, Wharrad H, Watts K. Smartphone
and medical related App use among medical
students and junior doctors in the United
Kingdom (UK): a regional survey. BMC Med
Inform Decis Mak. 2012;12:121.
7. Fuller R, Joynes V. Should mobile learning be
compulsory for preparing students for learning in
the workplace? BJET. 2015;46(1):153-8.
8. Davies N, Walker T, Joynes V. [Internet]
Assessment and Learning in Practice Settings
(ALPS) – Implementing a large scale mobile
learning programme. A report. 2010 [cited 2015
Apr 20]. Available from: http://www.alpscetl.ac.uk/documents/ALPS%20IT%20Report.pdf
9. Manchester Medical School [Internet] iPads at
Manchester Medical School. [cited 2015 April
24]. Available from: http://blogs.mcrmed.manchester.ac.uk/ipads/
10.Davies BS, Rafique J, Vincent TR, Fairclough J,
Packer MH, Vincent R, Haq I. Mobile Medical
Education (MoMed) – how mobile information
resources contribute to learning for
undergraduate clinical students – a mixed
methods study. BMC Med Ed. 2012;12(1).
doi: 10.1186/1472-6920-12-1
11.Coulby C, Davies N, Hennessey S, Fuller R. The
use of mobile technology for work-based
assessment: the student experience. BJET.
2011;42(2):251-65.
12.University of Leeds [Internet] Technology in
medical education. [cited 2015 Apr 14].
Available from: https://time.leeds.ac.uk/
13.Norcini J, Burch V. Workplace-based assessment
as an educational tool: AMEE Guide No. 31.
Med Teach. 2007;29(9):855-71.
14.Cook D, Ellaway R. Evaluating technologyenhanced
learning: A comprehensive framework.
Med Teach. 2015 Early Online. doi:
10.3109/0142159X.2015.1009024
15.Joynes V, Fuller R. Legitimisation,
personalisation and maturation: Reconceptualising
mobile learning. Forthcoming 2015.
16.Sampson D, Karagiannidis C. Personalised
learning: educational, technological and
standardisation perspective. Interactive Educ
Multimedia. 2002;4:24-39.
17.Cook DA, Triola MM. What is the role of elearning?
Looking past the hype. Med Ed. 2014;48:930-7.
18.Tobin MJ. Put down your smartphone and pick
up a book. BMJ. 2014;349:g4521.
Published
2016-03-08
How to Cite
1.
Fuller R, Joynes V. Enhancement or replacement? Understanding how legitimised use of mobile learning resources is shaping how healthcare students are learning. JEAHIL [Internet]. 8Mar.2016 [cited 26Apr.2024];11(2). Available from: http://ojs.eahil.eu/ojs/index.php/JEAHIL/article/view/36
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