Student perceptions of iPads as mobile learning devices for fieldwork

Hdl Handle:
http://hdl.handle.net/10034/594850
Title:
Student perceptions of iPads as mobile learning devices for fieldwork
Authors:
Welsh, Katharine E. ( 0000-0002-6266-0640 ) ; Mauchline, Alice; Powell, Victoria; France, Derek; Park, Julian R.; Whalley, W. Brian
Abstract:
This paper reports findings from six field courses about student’s perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after using the devices with protective cases. Reduced connectivity was found to be one of the main challenges for mobile learning. Finally, students and practitioners views of why they used the mobile devices for fieldwork did not align.
Affiliation:
University of Chester
Citation:
Welsh, K. E., Mauchline, A. L., Powell, V., France, D., Park, J. R., & Whalley, W. B. (2015). Student perceptions of iPads as mobile learning devices for fieldwork. Journal of Geography in Higher Education, 39(3), 450-469. DOI: 10.1080/03098265.2015.1066315
Journal:
Journal of Geography in Higher Education
Publication Date:
1-Sep-2015
URI:
http://hdl.handle.net/10034/594850
DOI:
10.1080/03098265.2015.1066315
Additional Links:
http://www.tandfonline.com/loi/cjgh20#.Vqdew01ybcs
Type:
Article
Language:
en
Description:
This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 01/09/2015, available online: DOI: 10.1080/03098265.2015.1066315
ISSN:
1466-1845
Appears in Collections:
Geography and Development Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorWelsh, Katharine E.en
dc.contributor.authorMauchline, Aliceen
dc.contributor.authorPowell, Victoriaen
dc.contributor.authorFrance, Dereken
dc.contributor.authorPark, Julian R.en
dc.contributor.authorWhalley, W. Brianen
dc.date.accessioned2016-01-26T11:59:23Zen
dc.date.available2016-01-26T11:59:23Zen
dc.date.issued2015-09-01en
dc.identifier.citationWelsh, K. E., Mauchline, A. L., Powell, V., France, D., Park, J. R., & Whalley, W. B. (2015). Student perceptions of iPads as mobile learning devices for fieldwork. Journal of Geography in Higher Education, 39(3), 450-469. DOI: 10.1080/03098265.2015.1066315en
dc.identifier.issn1466-1845en
dc.identifier.doi10.1080/03098265.2015.1066315en
dc.identifier.urihttp://hdl.handle.net/10034/594850en
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Geography in Higher Education on 01/09/2015, available online: DOI: 10.1080/03098265.2015.1066315en
dc.description.abstractThis paper reports findings from six field courses about student’s perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after using the devices with protective cases. Reduced connectivity was found to be one of the main challenges for mobile learning. Finally, students and practitioners views of why they used the mobile devices for fieldwork did not align.en
dc.language.isoenen
dc.relation.urlhttp://www.tandfonline.com/loi/cjgh20#.Vqdew01ybcsen
dc.subjectfieldworken
dc.subjectmobile learningen
dc.subjecttabletsen
dc.subjectiPadsen
dc.subjectpedagogyen
dc.subjectm-learningen
dc.titleStudent perceptions of iPads as mobile learning devices for fieldworken
dc.typeArticleen
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalJournal of Geography in Higher Educationen
All Items in ChesterRep are protected by copyright, with all rights reserved, unless otherwise indicated.