Farley, Murphy, Johnson, Carter, Lane, Midgley, and
Koronios (2015) point out that most students are already using mobile
devices to support their learning and the institutions need to catch up
with this reality. The authors suggest the LMS apps (Blackboard Mobile
Learn and Moodle Touch) are better than non-mobile-friendly websites
(this advice may be obsolete with Moodle now having a responsive
interface as the default).
Use of Google Drive or DropBox is identified as an alternative for students to access course materials on mobile devices, optionally with shortened urls or QR codes.
Private self organized student Facebook groups were identified by Farley, Murphy, Johnson, Carter, Lane, Midgley, and Koronios (2015) in focus groups. YouTube and Vimeo, were also identified as resources used by students.
ps: I am a former student (of education) at USQ and one of the authors is a colleague at ANU.
Use of Google Drive or DropBox is identified as an alternative for students to access course materials on mobile devices, optionally with shortened urls or QR codes.
Private self organized student Facebook groups were identified by Farley, Murphy, Johnson, Carter, Lane, Midgley, and Koronios (2015) in focus groups. YouTube and Vimeo, were also identified as resources used by students.
ps: I am a former student (of education) at USQ and one of the authors is a colleague at ANU.
References
Farley, H., Murphy, A., Johnson,
C., Carter, B., Lane, M., Midgley, W., ... & Koronios, A. (2015).
How Do Students Use Their Mobile Devices to Support Learning? A Case
Study from an Australian Regional University. Journal of Interactive Media in Education, 2015(1). DOI: http://doi.org/10.5334/jime.ar
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