Hughes Jason K, Kearney Pamalyn
Department of Occupational Therapy, College of Allied Health Sciences, Augusta University, Augusta, USA.
Mhealth. 2017 Oct 18;3:43. doi: 10.21037/mhealth.2017.08.02. eCollection 2017.
As technology continues to evolve, and information is increasingly accessed through smartphones and tablets, it is essential for university faculty to reassess teaching methodologies. This study explored how use of an iDevice application (app) by participants enrolled in an entry-level occupational therapy kinesiology course affected student learning in the course. This iDevice app was developed through a collaboration between the lead author and the Department of Technology Enhanced Learning and Innovation at Augusta University.
The iDevice app was released to the public via the Apple App Store at the midpoint of the kinesiology course. All students were invited to use the app. Focus groups were conducted with 19 students recruited from the first year cohort of occupational therapy graduate students. These focus groups were conducted at the end of the semester once grades had been submitted.
Thematic analysis of focus group transcripts revealed three themes reflecting how participants perceived app use impacting their learning. Participants report the app facilitated learning through provision of visual content, serving as a reliable source of information, and generally supporting the learning process. The Kinesiology Pro Consult App provided on demand learning, allowing students to be more autonomous with their learning and take advantage of opportunities to learn anywhere and anytime. Finally, participants reported the app allowed them to be more efficient in their learning, possibly allowing more time for other courses.
Mobile device apps that support student learning in specific content areas may provide positive benefits to student learning both in the specific course related to the app but also in other courses as a result of increased efficiency in learning.
随着技术不断发展，且人们越来越多地通过智能手机和平板电脑获取信息，大学教师重新评估教学方法至关重要。本研究探讨了参加入门级职业治疗运动机能学课程的参与者使用苹果移动设备应用程序（应用）如何影响该课程中学生的学习。此苹果移动设备应用是由第一作者与奥古斯塔大学技术增强学习与创新系合作开发的。
该苹果移动设备应用在运动机能学课程进行到一半时通过苹果应用商店向公众发布。邀请所有学生使用该应用。对从职业治疗研究生一年级队列中招募的19名学生进行了焦点小组访谈。这些焦点小组访谈在学期末成绩提交后进行。
焦点小组访谈记录的主题分析揭示了三个主题，反映了参与者如何看待应用使用对其学习的影响。参与者报告称，该应用通过提供视觉内容促进学习，是可靠的信息来源，并总体上支持学习过程。运动机能学专业咨询应用提供了按需学习功能，使学生在学习上更加自主，并能利用随时随地学习的机会。最后，参与者报告称该应用让他们学习效率更高，可能为学习其他课程留出了更多时间。
支持特定内容领域学生学习的移动设备应用可能会给学生学习带来积极益处，不仅在与该应用相关的特定课程中如此，而且由于学习效率提高，在其他课程中也会如此。
