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Examining the Potential for Tablet Use in a Higher Education Context Nikolaus Fischer, Stefan Smolnik, Dennis Galletta Leipzig, 27.02.2013 Tablets in Higher Education Agenda 1 Introduction 2 Research Questions & Goals 3 Theoretical

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Examining the Potential for Tablet Use in a Higher Education Context

Nikolaus Fischer, Stefan Smolnik, Dennis Galletta Leipzig, 27.02.2013

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Tablets in Higher Education

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Agenda

Introduction 1 Research Questions & Goals 2 Theoretical Foundations 3 Results 5 Research Methodology 4 Discussion & Conclusion 6 Feedback 7

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Our Study Evaluates the Potential for Tablet Use in Higher Education

  • Research Question: Can students’ learning

processes be effectively supported by tablet devices?

  • Motivation: More and more individuals are adopting

tablets for entertainment purposes. But are tablets also useful in schools and universities? Are they “ready” for curricular use?

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The Paper is Embedded in Existing Mobile Computing and E-Learning Theory

  • Mobile Computing = ”Capability to physically

move computing services with us” (Lyytinen, 2002)

  • Apple’s iPad has heralded in a new generation
  • f computing devices (Difference Tablet PC ↔

Tablets; Atkinson, 2008) Mobile Computing

Technological background

  • Here: Defined as technology-enabled learning

(rather than restricted to “distance learning”) as tablets can be used in class, at home, and in physical team meetings (Behar, 2011)

  • Virtual classrooms, automatic machine

transcription of lectures, and computerized delivery of exams are revolutionizing traditional classroom teaching  Such possibilities could potentially be further disseminated and gain greater acceptance through student tablet use (Krakovsky, 2010; Lin & Zhang, 2008; Alltizer & Clausen, 2008)

  • Technological advances in universities (esp. in

terms of infrastructure) should make the adoption

  • f tablets more feasible

Computer-Mediated Learning

Educational framework

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The Data Collection Consisted of two Complementary Phases

  • 5 test users (1 instructor, 1

doctoral student, 2 MBA students, 1 undergraduate student)

  • Bi-weekly feedback sessions to

evaluate progress and experience Longitudinal Test User Group

1

  • 5 Focus groups with ~5

participants each (1 doctoral students group, 2 MBA groups, 2 undergraduate student groups) Focus Group Study

2

Two-Part Empirical Study

Why Focus Groups?

 Rich, detailed discussions  Collaborative brainstorming  Possibility to evaluate prototype device

(Powell & Single, 1996)

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Results (1/3)

  • Short battery life, heat, dependence on wires
  • Bulky form-factor, heavy, fragile
  • Long boot time
  • Interoperability issues between OS X and Windows

Issues with current laptop devices

  • Good alternative for taking notes, scheduling

meetings, improved communication

  • No physical text input method  Good for

consumption of media, not production of it

  • E-Reader (e.g. Kindle) may be the cheaper

alternative for reading e-textbooks

  • Lacks applications for analysis of data (e.g.

Excel, SPSS) and typical student tasks (PowerPoint for presentation slides) Would a tablet help? Advantages & Disadvantages Three Main Use-Cases Media Consumption

1

Media Creation

2

Collaboration

3

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Results (2/3)

  • “Always-on”-mentality (emails from professors & teammates

can be checked on the go)

  • Expected availability increases (Fewer “excuses”, as being

away from a stationary PC doesn’t count anymore for being absent from virtual meetings)

  • Tasks can be worked on in a more streamlined fashion (The

same document can be initially created on a laptop, edited

  • n the tablet, reviewed on a smartphone, and submitted to

the professor using a library PC)

Changes in processes and working practices due to tablet use (Yoo, 2010)

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Results (3/3)

Use Case Evidence from Focus Groups Evidence from Test User Group Bottom Line Media Consumption  Convenient form factor  Some file formats cannot be

  • pened yet

 Long battery life  Not enough textbooks are available in digital format yet Media Creation  Always-present, useful for quick notes  Screen too small for some usage scenarios  n/a  No tactile keyboard for longer text-entry available  Not enough apps available (e.g. for data analysis) Collaboration and Social Interaction  Increased ease of access to web services (to e.g.

  • rganize

meetings)  n/a  Easy initiation of video meetings  Simple sharing and collaborative editing of documents  n/a

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Discussion

Contribution to Theory: The three presented „use cases“ are helpful to delimit results, esp. in situations where usage spans multiple contexts („soft“ border between what is curricular and private use) Contribution to Practice: Practical recommendations regarding the potential of student and instructor tablet use in higher education institutions

  • Convenient form factor, long

battery life

  • Some file formats can’t be
  • pened (yet)
  • Not enough textbooks are

digitized yet …Media Consumption

  • Simple initiation of video

conferences

  • Sharing and collaborative

editing of documents possible

  • Faster, easier access to web

services (e.g. scheduling of group meetings) …Collaboration

Feasibility of Tablets in Higher Education for…

Beneficial with caveats Beneficial …Media Production

  • No physical keyboard for text

input (but available as accessory)

  • Screen too small for some uses
  • Not enough apps available

(data analysis, slide production, document formatting) Not beneficial

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Conclusion

  • Tablets in educational institutions are a theoretically promising approach (environmental

responsibility, leveraging technology skills of incoming students, alleviating the frustration with laptop devices)

  • In practice: Not yet ready, as media production is a central curricular use case
  • Limitations: The study was conducted at a very early stage in the lifecycle of modern tablet

devices and students were likely not yet familiar with this class of devices; Only one specific device was examined, which we judged – however – as being representative of the entire device class

With the growing adoption rate of tablets among consumers, a larger number of apps will come naturally Textbook publishers are likely to release forthcoming editions as e-books Future Additional form factors (larger screens, built-in hardware keyboards) are becoming available

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Where do we go from here?

Insights and questions arising from our study

Diverging Theory Base

(what exactly is subsumed by „mobile computing“? How do ubiquitous and pervasive computing fit in?)

Do our results also apply to different contexts?

(e.g., organizational and societal use)

Literature review on the impact of mobile, ubiquitous, and pervasive computing on individuals,

  • rganizations, and society
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The mobile computing context framework by Scheepers and Scheepers (2004) served as a reference framework for the analysis

Source: Scheepers and Scheepers (2004)

A person may use the same mobile device while acting as an individual, as a member of an organization, or as a member of society. Each context warrants different research questions and approaches.

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Our review reveals a number of research streams dealing with the concepts of mobile, ubiquitous, and pervasive computing

Organizational Context Societal Context Individual Context

Adoption of mobile information systems Behavior changes 3 15 Collaboration opportunities in society changes 7 New challenges introduced by mobile information systems 10 Determinants of mobile computing use 2 Impact of the digitization of previously non-technical artifacts 9 Ethical consequences of mobile computing 3 Individual value creation 2 Context as a moderating factor 18 Process improvements 13 Usability optimization 4 Value creation (Productivity, effectiveness, and efficiency) 9 N=95

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Thank you for your attention!

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Kontakt

EBS – Business School Institute of Research on Information Systems Juniorprofessor für Informations- und Wissensmanagement Research Director, Projektmanager und Dozent stefan.smolnik@ebs.edu

  • Prof. Dr. Stefan Smolnik

Nikolaus Fischer

EBS – Business School Institute of Research on Information Systems Doktorand nikolaus.fischer@ebs.edu

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Literature Sources

  • Alltizer, R. L.; Clausen, T. S.: Computer-mediated exams: Student perceptions and performance. In Advances in

Accounting, Finance & Economics, 2008, 1(1); S. 1–9.

  • Atkinson, P.: A bitter pill to swallow: The rise and fall of the tablet computer. In Design Issues, 2008, 24; S. 3–25.
  • Behar, P. A.: Constructing pedagogical models for E-Learning. In International Journal of Advanced Corporate Learning,

2011, 4(3); S. 16–22.

  • Krakovsky, M.: Degrees, distance, and dollars. In Communications of the ACM, 2010, 53(9); S. 18–19.
  • Lin, M.; Zhang, Z.: Question-driven segmentation of lecture speech text: Towards intelligent e-learning systems. In

Journal of the American Society for Information Science & Technology, 2008, 59(2); S. 186–200.

  • Lyytinen, K., and Yoo, Y. : Issues and challenges in ubiquitous computing. In Communications of the ACM, 2002, 45. S.

62–65.

  • Powell, R. A.; Single, H. M.: Focus Groups. In International Journal for Quality in Health Care, 1996, 8; S. 499–504.
  • Yoo, Y.: Computing in everyday life: A call for research on experiential computing. In MIS Quarterly, 2011, 34(2); S. 213–

231.