School of Nursing, University of the Western Cape, South Africa.
Cape Peninsula University of Technology, South Africa.
Nurse Educ Today. 2019 Mar;74:69-75. doi: 10.1016/j.nedt.2018.11.021. Epub 2018 Dec 11.
Mobile technology has infiltrated our day to day existence through provision of inexhaustible access to communication and information. In education, mobile devices are not only used as tools to reinforce information, motivate and accentuate engagement, but it additionally enables the delivery of course content. The adoption of authentic technological innovations using the variety of distinguishing attributes available on mobile devices could potentially promote a mobile learning enactment.
The purpose of the study was to explore the experiences of undergraduate nursing students who participated in an authentic mobile learning enactment aimed at enhancing their learning experiences.
This study used a qualitative contextual design.
Undergraduate nursing students, of a School of Nursing in a Faculty of Community and Health Sciences at a university in South Africa, were the study participants. All students (n = 101) registered for the primary care and clinical skills module were invited to submit reflections based on their experiences on an authentic mobile learning enactment using WhatsApp Messenger.
Students submitted electronic reflections after every two-week cycle of the enactment. The data collected was categorised into emerging themes as analysed by the researcher guided by Tesch's (1990) systematic process. An independent coder reviewed the data and, through consensus, themes identified were confirmed.
One hundred and one participants (n = 101; 100%) submitted online reflections on their experiences during the authentic mobile learning enactment. Seven themes were identified which included: mobile devices afforded a learning platform; mobile learning enactment enhanced engagement; learning within a group made learning easier; flexibility in time allocated to complete tasks; challenges experienced with data/airtime/Wi-Fi; impaired communication due to poor network access and use of mobile devices in practice perceived as unprofessional.
The study provided valuable insights into students' experiences of the authentic mobile learning enactment, as well as suggesting ways to enhance the effectiveness of such an enactment.
移动技术通过提供无尽的通信和信息访问，已经渗透到我们的日常生活中。在教育中，移动设备不仅被用作强化信息、激发兴趣和增强参与度的工具，而且还可以提供课程内容。利用移动设备的各种独特属性采用真实的技术创新，有可能促进移动学习的实施。
本研究旨在探讨参与真实移动学习实施的本科护理学生的经验，目的是增强他们的学习体验。
本研究采用定性的情境设计。
参与研究的是南非一所大学社区与健康科学学院护理学院的本科护理学生。所有注册初级保健和临床技能模块的学生都被邀请根据他们在 WhatsApp Messenger 上进行真实移动学习实施的经验提交反思。
学生在实施的每两周周期后提交电子反思。收集到的数据被归类为新兴主题，由研究人员根据 Tesch（1990 年）的系统过程进行分析。一位独立的编码员审查了数据，并通过共识确认了确定的主题。
101 名参与者（n=101；100%）提交了关于他们在真实移动学习实施期间经验的在线反思。确定了七个主题，包括：移动设备提供了学习平台；移动学习实施增强了参与度；在小组中学习使学习更容易；完成任务分配的时间灵活；数据/流量/Wi-Fi 方面的挑战；由于网络访问不良和在实践中使用移动设备被认为不专业而导致的沟通障碍。
该研究深入了解了学生对真实移动学习实施的体验，并提出了增强这种实施效果的方法。
