Abstract
Mobile technology has found its way into nursing education as a way to in enhance learning and engage today's techno savvy student. The purpose of this study was to determine the impact of mobile technology on student engagement with both the course and the educator. This pilot study explored the incorporation of a specific mobile application into traditional nursing pedagogy as a means of enhancing student engagement. Fifty, junior level nursing students from two different semesters was used to collect data generated by qualitative inquiry. Students expressed a greater sense of personal connection to the educator and course content, reporting ease of use and an overall sense of satisfaction. The majority cite the mobile application as being more user-friendly as compared to the university 's learning management system. The findings of this study suggest that the incorporation of mobile technology into traditional classroom settings provides a more student-centered approach toward enhancing student engagement, communication, and inquiry. As technology continues to impact education, nurse educators are challenged to embrace mobile technology as an experiential teaching and learning strategy.
Sigma Membership
Iota Phi at-Large
Lead Author Affiliation
Worcester State University, Worcester, Massachusetts, USA
Type
Practice Innovation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Pilot/Exploratory Study
Keywords:
Student Engagement, Mobile Applications, Mobile Learning, Nursing Students
Recommended Citation
Duprey, Melissa D.; Hutchings, Alicia; and Mamishian, Allison H., "Promoting student engagement through the use of mobile applications" (2016). General Submissions: Academic Settings and Education-based Materials. 3.
https://www.sigmarepository.org/general_submissions_asem/3
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
All permission requests should be directed accordingly and not to the Sigma Repository.
All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Peer-review: Single Blind
Acquisition
Self-submission
Date of Issue
2016-09-21
Full Text of Presentation
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