Leeds University Business School

An investigation of student use of tablet devices in International Business higher educationReport from a pilot project at Leeds University Business School

Mobile Learning NetworkLeeds, 19th June 2012

Nicolas ForsansAssociate Professor in International Strategic ManagementCentre for International Business, University of Leeds (CIBUL)

Aims

• Context for the trial

• Process outline

• Findings

• What we learnt

• Q&A

Context for the trial

• “[The mobile is] an object that, in the space of a decade has become as essential to human functioning as a pair of shoes” The Economist.

– 90% of the world population have wireless ICT coverage– 4 billion active mobile data users worldwide– Smartphones sub £100 and targeted at sub $50 (Gartner, 2012)

• From feature phones to smartphones and powerful mobile solutions with extraordinary capabilities

• Environmental concerns

• Cost and logistics of producing handouts and carrying them across campus

• No flexibility

• The fear of being left behind

• MSc International Business

• 15 self-selected students – diverse nationalities and tech awareness

• January to May 2012

• Tablet devices

• iPads

• Android tablets

• Evolution - not revolution

• A learning process

The trial

• Assess whether tablets improve the student learning experience– In formal sessions?– Around formal sessions?– How?

• Assess which tablets suit what tasks in a typical semester– Size– OS– Keyboard

• Assess whether tablets can replace pen and paper and explore user resistance

• Assess what learning activity could be supported by tablets

• Identify training and support needs

Project aims

Pepperdine University study

• 75 percent of all students said that the iPad was very helpful or slightly helpful for sharing information with others in class

• "What is special about the iPad in education in relation to changes in technology? The simple answer to this question is that the iPad can do everything. It is not just a clicker or an e-reader. The iPad has the capacity to be a communication, productivity, and gaming device all in one convenient, mobile platform”

• “The iPad does not have a purpose until a lecturer gives it one”

Where’s the innovation?

Devices

• not the first tablet around, but the thinnest, (probably) sexiest, (definitely) best selling tablet to-date

• supported by an ecosystem of apps and accessories

• Apple has made the competition irrelevant (until now, that is)

• Should we believe the hype and follow the crowds?

Devices

Getting started

• iTunes account credit

• Tasks to perform every fortnight

• Data collection

• Blog contribution

Getting started

Getting started

Data Collection

http://ipadsontrial.wordpress.com

Surveys

Blog

Focus groups / project meeting

Leeds University Business School

Key findings

• Not ‘plug and play’ – there is a learning curve and support is key

• More for effective use of apps than for the actual use of the device

• Increased user engagement with the device

• Within formal lectures / seminars

• Outside

• iPad preferred to Android

Use in class

• During lectures and seminars– Reading materials– Note taking, including editing of pdf version of handouts– Lookup facts, extend information and knowledge– Use apps (web, calculator etc)– VLE access

• User engagement

• Need for support in terms of

• app-specific training

• appropriate content

• suitable infrastructure

Outside of classes

• Prepare for classes, extend classes

• Associated reading

– ‘Martini’ learning a key sell

– Portability and quick access

– Display – quite simply, fantastic

– Battery life – unbeaten!

• Access VLE

• Web browsing

• Blog - read and post

• Twitter

• Note taking

• Group work preparation

• Reading notes and texts

• Skype conversations

• Email access

• Social media access

• RSS feed monitoring

• Calculator etc

• TED talks and YouTube videos

• Dropbox

• ebooks

• Newspapers and infotainment

iOS vs. android

• More usage

• More reliable

• Better display – both bigger and sharper

• Apple centric - / +

• Less usage

• Less reliable

• Varied display qualities and sizes

• More devices + / -

• Fragmentation -

• Lower cost (?)

Lessons we’ve learnt

• Users were pretty independent

• Devices were intuitive

• Need an ecosystem of apps and ways of accessing information

• Need to support the use of key apps, which will require training to get fastest and most effective engagement and use

• No theft, no breakage

• It works well, but need for setting

• a purpose

• new workflows

• Infrastructure

• Students like, use and take care of their devices before, during and after classes

• iOS is preferred and used more

• Devices are only useful within an ecosystem where they have been given a purpose

• Training and support are required but this is co-produced not dictated

• Individual preferences are reflected in use and tools for use

• not a one-size-fits-all

• New workflows

• Support infrastructure in the longer term

• Paper-less is probably unattainable. Less paper is more like the goal

• Change will have to be at a system level to really change the experience…..

Lessons we’ve learnt

• Devices are only useful within an ecosystem where they have been given a purpose

• An attempt to integrate iPads into the curriculum

• through identification of learning activities that can be better facilitated through iPads

• provision of general, and app-specific training (hands-on and through iBooks) to facilitate new workflows

• Individual preferences are reflected in use and tools for use

• “Sharing space” for tips and experiments

• Support infrastructure in the longer term

• LUBS wifi to be upgraded summer 2012

• Paper-less is probably unattainable. Less paper is more like the goal

• Module material to be produced in digital form only (pdf, iBooks, ebooks, etc.)

• Handout uploaded on the VLE in advance of the session

• Change will have to be at a system level to really change the experience…..

• MSc International Business and IB Division “guinea pigs”; significant investment in identifying, developing and sharing of best practices

Moving forward

• Julia Clarke

• LUBS Pro-Dean, Student Education

• Cath Wilkinson

• LUBS Blended Learning officer

Thanks