Electronic Theses and Dissertations

Identifier

379

Joanne Gikas

Date

2011

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Instr and Curr Leadership

Concentration

Instructional Design and Tech

Committee Chair

Michael M Grant

Committee Member

E Trey Martindale

Committee Member

A Meyer Katrina

Committee Member

D Janz Brian

Abstract

The purpose of this study was to explore the changes to teaching and learning when implementing mobile computing devices in higher education from an instructor and her student's perspectives. The research questions focused on what impacts an instructors' decision to implement mobile computing devices in teaching and how teaching and learning change when mobile computing devices are integrated into the learning environment. This research will add to the significance and the possibilities mobile devices have on higher education learning environments. Qualitative research methods were employed to select participants, as well as collect and analyze data. Three instructors and their students participated in this study. Data were collected through instructor interviews, student focus groups, and pertinent documentation. Data analysis employed the constant comparative method in order to generate meaningful, data-driven themes. Three themes emerged form the data: (1) teaching with mobile computing devices changed instructional planning, (2) learning with mobile computing devices created opportunities for interaction, and (3) varied training and support for higher education instructors and students. Teaching with the devices impacted instructional strategies and willingness to experiment. The devices impacted student learning by making information easily accessible, providing opportunities for collaboration and offering a variety of ways to learn. The devices also impacted the training and support model for instructors and students. Instructors were responsible for student training and institutions offered a mixed model of support for instructors. The results of this study were situated within the existing mobile learning literature, as well as the research questions, in order to explain the change that occurs in higher education learning environments when mobile devices are implemented. Study results indicated that the devices provided constant connectivity and content that engaged learners. Learners identified with the mobile devices and felt ownership of their learning. Though mobile devices still lack pervasiveness in the higher education learning environment, participants recognized changes in their teaching and in student learning with the implementation of the devices. Mobile learning offers instructors and students more educational potential than simply accessing resources and the findings support this belief.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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