June 14, 2015
June 14, 2015
June 17, 2015
26.1641.1 - 26.1641.20
Use of mobile learning strategies and devices for e-portfolio contentcreation in an engineering Thermodynamics class: Student perceptionsMobile devices can be useful for creating educational content and to help students to learn better(Benedict & Pence, 2012; Tabor & Minch, 2013; Pereira, Echeazarra, Sanz-Santamaria, &Gutierrez, 2014). The purpose of this study is to determine student perceptions on the efficacy ofusing mobile learning strategies and devices to create electronic content for inclusion in anengineering individual e-portfolio. Students enrolled in an undergraduate 300-level engineeringThermodynamics class, created multimedia videos and produced content demonstrating coursecontent summaries, problem solving techniques, and written work on concept question solutions.A post course completion anonymous survey and focus group meeting was conducted at the endof the semester, to document student perceptions on the efficacy of using mobile learningstrategies and devices to create electronic content for inclusion in an engineering individual e-increased interaction with the instructor. Students reported that the act of creating videosportfolio. Results indicated that most students found using mobile devices to create content forverbalizing and demonstrating each step of a problem solution helped review coursetheir e-portfolios increased engagement with content though it did not necessarily lead tomaterials, to think deeply and to retain information for future use. The e-portfolio was notused as an interaction venue between the students and the instructor and most students found iteasier to contact the instructor face-to-face. Several advantages and disadvantages of usingmobile devices were noted. Students expressed interest in using mobile devices for learning infuture, and suggested changes for ways in which mobile devices can be used in futureengineering classes. ReferencesBenedict, L., & Pence, H. (2012). Teaching Chemistry using student-created videos and photo blogs accessed with smartphones and two-dimensional barcodes. Journal of Chemical Education, 89, 492-496.Tabor, S. W., & Minch, R. P. (2013). Student adoption & development of digital learning media: Action research and recommended practices. Journal of Information Technology Educational Research, 12, 203-223.Pereira, J., Echeazarra, L., Sanz-Santamaria, S., & Gutierrez, J. (2014). Student-generated online videos to develop cross-curricular and curricular competencies in Nursing studies. Computers in Human Behavior, 31, 580-590.
Bose, D., & Pakala, K. (2015, June), Use of Mobile Learning Strategies and Devices for e-Portfolio Content Creation in Engineering Thermodynamics and Fluid Mechanics Classes: Student Perceptions Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24978
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