[We’re pleased to welcome author Catherine Nickerson of Zayed University, UAE. Nickerson recently published an article in Business and Professional Communication Quarterly entitled “Mobile or Not? Assessing the Instructional Value of Mobile Learning,” co-authored by Chrysi Rapanta and Valerie Priscilla Goby. From Nickerson:]
We became interested in this topic, partly because our university is keen to increase the use of mobile learning across the curriculum, but also because we know that our students – all young Emirati nationals – are very familiar with all forms of new media. We know that in adopting mobile learning in our business communication classes, we are tapping into their already existing skills, and at the same time, we are providing them with additional practice in multi-tasking, and the multi-media, communication skills that they are likely to need once they enter the workforce. However, in addition to the obvious advantages that are associated with student motivation and mobile learning that we established in our previous research, we also wanted to find out if mobile learning would actually help our students to improve their performance.
Our students’ performance on a particular topic improved, when their time in the classroom included mobile learning and also when it didn’t, as long as the teaching that they received was specifically focused. At the same time, the students that received a mobile learning intervention were more likely to perform better than the students in a control group who were not given any specific teaching, than those students who were taught in a traditional way. This meant that in introducing mobile learning, we could expect our students to be more motivated, we could expect them to further develop a set of useful skills, and we could expect them to potentially improve their performance. In the future we aim to incorporate more mobile learning into our business communication classes, while at the same time, continuing to investigate the effect that mobile learning has.
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