University of Massachusetts Medical School

eScholarship@UMMS Graduate School of Nursing Publications and Presentations

Graduate School of Nursing

4-2008

Enhancing Active Collaborative Classroom Learning with Tablet PC Technology Elaine Barber Parker University of Massachusetts Medical School, [email protected]

Follow this and additional works at: http://escholarship.umassmed.edu/gsn_pp Part of the Education Commons, and the Nursing Commons Repository Citation Parker, Elaine Barber, "Enhancing Active Collaborative Classroom Learning with Tablet PC Technology" (2008). Graduate School of Nursing Publications and Presentations. Paper 25. http://escholarship.umassmed.edu/gsn_pp/25

This material is brought to you by eScholarship@UMMS. It has been accepted for inclusion in Graduate School of Nursing Publications and Presentations by an authorized administrator of eScholarship@UMMS. For more information, please contact [email protected].

Enhancing active collaborative classroom learning with Tablet PC technology

Elaine Parker, UMASS Worcester Graduate School of Nursing

Specific Aims Aim 1: Describe graduate student and faculty perceptions of using tablet laptop technology to enhance active collaborative classroom learning.

Aim 2: Identify supporting structures and processes for using tablet laptop technology to enhance active collaborative classroom learning.

Research Design Exploratory

Sample     

Ten (10) full time graduate students. 9 female; 1 male. Age range: 25-45 years. Cohort for 1.5 years. Experienced in collaborative learning.

Data sources

 Survey.  Focus group.  Student presentations.  Instructor self-reflective diary.

Materials     

Four wireless tablet PCs. Wireless internet network. LCD projector wireless adaptor. Student guide to tablet PC. Authentic problems.

Classroom activities 



Tablet PC wireless internet and digital writing features used by instructor for lectures. Students used wireless tablet PCs.  Sixty minutes during selected classes.  Small collaborative groups.  Semi-structured real-world problems based on course outcomes. Each problem included a scenario, questions, and links to appropriate web sites.  Used tablet PC to create and present powerpoint presentations to entire class.

Results  







Students analyzed and synthesized content. Students enthusiastic of in-class collaborative problem-based learning using wireless tablet PC technology. Unreliable classroom wireless sub-network to link LCD and student laptops. IT staff recommended using hard wire when available. Instructor used tablet PC digital pen for powerpoint slide lectures. Students did not use the tablet PC digital pen technology during their presentations.

Conclusions 









Students need time to learn new technology such as tablet PC digital writing features. Students prefer to use personal laptops rather than unfamiliar technology provided by the instructor. Instructors require time to gain skill in using new technology such as tablet PC digital writing features. Developing problem-based authentic learning activities is time-consuming, especially to obtain expert review and locate appropriate web sites. Instructor/IT staff collaboration is vital prior to and during course for equipment preparation and continued support.

References 







Cook, B. (2005). Tablet PCs in the classroom. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved November 29, 2006 from http://coe.sdsu.edu/eet/articles/tabletpc/start.htm Ribbons, R.M. (1998). The use of computers as cognitive tools to facilitate higher order thinking skills in nurse education. Computers in Nursing,16, 223-228. Rideout, E. (2001). Transforming nursing education through problem-based learning. Boston: Jones & Bartlett. Weaver, B.E. & Nilson, L.B. (2005). Laptops in class: What are they good for? What can you do with them? In L.B. Nilson & B.E. Weaver (Eds.), Enhancing learning with laptops in the classroom: No. 101. New directions in teaching and learning. San Francisco: Jossey-Bass.

Study examined and exempted from review by the University Committee for the Protection of Human Subjects in Research. Research supported by a UMASS Professional Development Grant.