Abstract:

It is well documented that the ownership of mobiles is high, particularly in the younger generations (Y and Z) where smart phone ownership is nearing 100% (Pew, 2018). The characteristics and behaviors of this younger generation of students and the environment they have grown up in (Paine Schofield and Honore, 2011) mean they are used to–and expect–a level of technical and mobile interaction and so it is an area which we, as educators, want to be able to offer as part of the student learning experience.

Studies have shown that higher education students have a preference for mobile learning over other forms of learning (e.g. Wu et al., 2012). Whilst the pedagogical impact of mobile learning in more basic forms (e.g. downloadable materials) have been explored to a reasonable extent in the external literature, there is far less existing on the use of mobile “apps” in higher education (Teri et al., 2013). The literature which describes the use of apps by students predominately focuses on information service apps or simply describes the development of, or students use of, an app. There is limited research which goes beyond this and explores perceptions of both teaching staff and students when using an app, and investigating these perceptions are recognized as an important first step (Cheon et al., 2012). The present research aims to investigate undergraduate students use of a skills development mobile web app, and student and faculty perceptions of using this app. It is hoped that the findings will also provide insights in to any pedagogical impact and educational benefits of the app.

The mobile web app being used is called SENSEI (Social Endorsement Network for Skills Evaluation and Improvement). This is a skills development app which enables learners to record, share and endorse skills improvements with their peers. The app was made freely available to around 150 students at the start of two different courses running at our UG campus from January to May 2019. The courses selected were ‘Coaching’ and ‘Negotiation and Influencing’ as these courses require observable skills to be demonstrated as part of the classroom participation. In these skills-based courses, active learning is demonstrated through not only the retention of new knowledge, but through actionable behaviors. Classes include opportunities for students to practice their skills via role plays or classroom debates.

Objective quantitative data will be gathered directly from the app about students use of the app. Online surveys completed both before and after each course will provide qualitative and quantitative data. These surveys will explore students’ attitudes and perceptions of usefulness, their expectations of the app in terms of hopes, fears and barriers and also any perceived benefits in education. Finally, faculty interviews will be conducted to understand the instructor perspective regarding the use of the app in their classrooms.

The findings from this research will enhance the knowledge base surrounding the use of mobile apps to add to the higher education learning offering, this is of particular importance in the engagement of younger students learning in a modern context. Specifically, the presentation will explore: if and how students make use of a mobile web app to support their learning, and; student and faculty perceptions of using the app during a program.

Keywords:

Mobile learning, mobile app, undergraduate students, skills development.