Mobile Learning and STEM: Case Studies in Practice
Science learning at the early undergraduate level provides a challenging context with large classes and many complex topics to unpack with the students. The purpose of this qualitative study was to explore: how students use mobile devices for learning in a large, undergraduate classroom; what types of instructional delivery could be used with the devices in this context; and if students were motivated to learn. Classroom observations and semi-structured interviews with the professor were reported and five patterns emerged from these data: connected, personal, multimodal, engaged, and class management. From the overall findings of these data, it would appear that mobile learning can help increase student engagement and motivation in a large, undergraduate, science classroom.
0000-0002-4879-0991 (Gregory), 0000-0002-1775-8219 (Crompton)
Original Publication Citation
Gregory, K. H., & Crompton, H. (2015). The relationship between mobile learning, instructional delivery, and student motivation in a large undergraduate science class. In H. Crompton & J. Traxler (Eds.), Mobile Learning and STEM: Case Studies in Practice (pp. 162-172). Routledge. https://doi.org/10.4324/9781315745831
Gregory, Kristen H. and Crompton, Helen, "The Relationship Between Mobile Learning, Instructional Delivery, and Student Motivation in a Large Undergraduate Science Class" (2015). Teaching & Learning Faculty Publications. 150.