Session Information
SES B 04, Paper Session
Paper Session
Contribution
A number of researchers have argued that providing students with ubiquitous access to wirelessly connected computers has the potential to transform learning environments (see Penuel 2006, 332). The phenomenon that is often referred to as ubiquitous computing is one of the latest transformational educational paradigms that foster an anywhere, anytime learning environment (Wurst, Smarkola & Gaffney 2008, 1766). Initiatives that seek to provide 1:1 laptop computer to student ratio are expanding across the globe (Penuel 2006, 329; Dunleavy, Dextert, & Heinecket 2007, 440).
Bachelor students in the Degree Programme in Business Studies at the Lahti University of Applied Sciences have been given laptops by the university in the academic year 2009-2010. This case study looks at the experiences of laptop use in teaching and learning during the first academic year of laptop implementation.
Lindroth & Bergqvist (2010, 313) argue that it is too simplifying to consider laptops as either supporting or disturbing learning, since laptops may support learning at different levels. The purpose of this study is to look at how laptops can support learning at different levels. What added value can networked 1:1 laptops contribute to learning and teaching at a university of applied sciences?
There is a general consensus that additional detailed information is needed from the use of 1:1 laptops in learning (Lindroth & Bergqvist 2010, 311; Dunleavy et al. 2007, 441; Penuel 2006). There has also been a call for expanded research into the effects of laptops on classroom learning, especially for such research that is done in “real classes” and not those specifically tailored to laptop use (Fried 2008, 908). In this case -study, the classroom activities have not been specifically designed for laptop use and the content of the programme is not specifically related to ICT or laptop use.
I use the term 'blended leaning' to refer to the vast opportunities provided by ubiquitous laptops to blend the methods of face-to-face and online learning. The definitions of blended learning have been criticized as being ill-defined and vague. Research on blended learning needs to pay more careful attention to the issues of integration (Bliuc, Goodyear & Ellis 2007, 232). The success of the implementation of laptops relies heavily on the extent to which the laptop environment is accepted and implemented by faculty members (Hall & Elliott 2003, 301). This study attempts to define how the laptop technology can support the learning process and create more diverse opportunities to blend ICT into teaching and learning. In an environment where classroom connectivity is dramatically enhanced, new pedagogical strategies are required (Demb, Erickson & Hawkins-Wilding 2004, 399). The present study will look at the cultural change in learning mediated by the new technology.
The results of this study are compared with results from international research on the use of laptops in learning. This study contributes to the growing amount of research in the field of blended learning and laptop use in learning and can have valuable implications for the use of laptops in European and international context.
Method
Expected Outcomes
References
Bliuc, A-M., Goodyear, P. & Ellis, R.A. (2007) Research focus and methodological choices in studies into students' experiences of blended learning in higher education. Internet and Higher Education 10 (2007), 231-244. Demb, A., Erickson, D. & Hawkins-Wilding, S. (2004) The laptop alternative: Student reactions and strategic implications. Computers & Education 43 (2004), 383-401. Dunleavy, M., Dextert, S. & Heinecket, W.F. (2007) What added value does a 1:1 student laptop ratio bring to technology-supported teaching and learning? Journal of Computer Assisted Learning, 23, 440-452. Fried C. B. (2008) In-class laptop use and its effects on student learning. Computers & Education 50 (2008), 906-914. Hall, M. & Elliott, K. M. (2003) Diffusion of Technology Into the Teaching Process: Strategies to Encourage Faculty Members to Embrace the Laptop Environment. Journal of Education for Business July/August 2003, 301-307. Lindroth, T. & Bergqvist, M. (2010) Laptopers in an educational practice: Promoting the personal learning situation. Computers & Education 54 (2010), 311–320. Penuel, W. R. (2006) Implementation and Effects of One-to-One Computing Initiatives: A Research Synthesis. Journal of Research on Technology in Education Spring 2006: Volume 38 Number 3, pp. 329-348. Wurst C., Smarkola C. & Gaffney M. A. (2008) Ubiquitous laptop usage in higher education: Effects on student achievement, student satisfaction, and constructivist measures in honors and traditional classrooms. Computers & Education 51 (2008), 1766–1783.
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