Multimedia Interactive eBooks in Laboratory Bioscience Education

Autor/inn/en	Morris, Neil P.; Lambe, James
Titel	Multimedia Interactive eBooks in Laboratory Bioscience Education
Quelle	In: Higher Education Pedagogies, 2 (2017) 1, S.28-42 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morris, Neil P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2017.1338531
Schlagwörter	Biological Sciences; Foreign Countries; Higher Education; Science Instruction; Technology Uses in Education; Blended Learning; Research Design; Control Groups; Mixed Methods Research; Undergraduate Students; Telecommunications; Handheld Devices; Electronic Publishing; Books; Technology Integration; Student Surveys; Educational Technology; Multimedia Materials; United Kingdom (Leeds) + Suchen Sie Ihr Suchwort? Abwasserbiologie; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Forschungsdesign; Telekommunikationstechnik; Elektronisches Publizieren; Book; Buch; Monographie; Monografie; Schülerbefragung; Unterrichtsmedien
Abstract	Bioscience students in the UK higher education system are making increasing use of technology to support their learning within taught classes and during private study. This experimental study was designed to assess the role for multimedia interactive eBooks in bioscience laboratory classes, delivered using a blended learning approach. Thirty-nine second-year students on a Biomedical Science undergraduate course in a UK university were grouped using an experimental design into alternating trial and control groups and provided with pre-configured iPad tablet devices containing multimedia interactive eBooks. Data collection involved weekly surveys including quantitative and qualitative responses, and analysis of summative assessment marks. Analysis of the results using descriptive statistics methods showed that students made extensive use of eBooks in practical classes and over 70% of students agreed that the eBooks were beneficial for learning. However, less than 40% of students indicated a preference for eBooks over traditional paper protocols for practical-based classes. Although the eBooks were well used by students, they had no statistically significant effect on assessment marks. Overall, the study highlighted the positive feedback from students relating to multimedia interactive eBooks for supporting students' learning, but illustrated that there are other factors affecting adoption of new technologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01