Effectiveness of mobile apps in teaching field-based identification skills

It has been suggested that few students graduate with the skills required for many ecological careers, as field-based learning is said to be in decline in academic institutions. Here, we asked if mobile technology could improve field-based learning, using ability to identify birds as the study metri...

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Vydané v:Journal of biological education Ročník 51; číslo 2; s. 136 - 143
Hlavní autori: Thomas, Rebecca L., Fellowes, Mark D. E.
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: London Routledge 03.04.2017
Taylor & Francis Ltd
Predmet:
Animals
Computer Oriented Programs
Conventional Instruction
Educational Technology
Experiential Learning
Field Experience Programs
Field-based teaching
Foreign Countries
Handheld Devices
identification skills
Influence of Technology
Likert Scales
mobile apps
Portable computers
Program Effectiveness
Questionnaires
Science Instruction
smartphone devices
Statistical Analysis
Student Attitudes
Students
Teaching Methods
teaching/learning strategies
technology in teaching
Technology Uses in Education
Telecommunications
Textbooks
Undergraduate Students
United Kingdom (England)
ISSN:0021-9266, 2157-6009
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Abstract It has been suggested that few students graduate with the skills required for many ecological careers, as field-based learning is said to be in decline in academic institutions. Here, we asked if mobile technology could improve field-based learning, using ability to identify birds as the study metric. We divided a class of ninety-one undergraduate students into two groups for field-based sessions where they were taught bird identification skills. The first group has access to a traditional identification book and the second group were provided with an identification app. We found no difference between the groups in the ability of students to identify birds after three field sessions. Furthermore, we found that students using the traditional book were significantly more likely to identify novel species. Therefore, we find no evidence that mobile technology improved students' ability to retain what they experienced in the field; indeed, there is evidence that traditional field guides were more useful to students as they attempted to identify new species. Nevertheless, students felt positively about using their own smartphone devices for learning, highlighting that while apps did not lead to an improvement in bird identification ability, they gave greater accessibility to relevant information outside allocated teaching times.
AbstractList It has been suggested that few students graduate with the skills required for many ecological careers, as field-based learning is said to be in decline in academic institutions. Here, we asked if mobile technology could improve field-based learning, using ability to identify birds as the study metric. We divided a class of ninety-one undergraduate students into two groups for field-based sessions where they were taught bird identification skills. The first group has access to a traditional identification book and the second group were provided with an identification app. We found no difference between the groups in the ability of students to identify birds after three field sessions. Furthermore, we found that students using the traditional book were significantly more likely to identify novel species. Therefore, we find no evidence that mobile technology improved students' ability to retain what they experienced in the field; indeed, there is evidence that traditional field guides were more useful to students as they attempted to identify new species. Nevertheless, students felt positively about using their own smartphone devices for learning, highlighting that while apps did not lead to an improvement in bird identification ability, they gave greater accessibility to relevant information outside allocated teaching times.
Audience Higher Education
Postsecondary Education
Author Thomas, Rebecca L.
Fellowes, Mark D. E.
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  organization: People and Wildlife Research Group, School of Biological Sciences, University of Reading
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Snippet It has been suggested that few students graduate with the skills required for many ecological careers, as field-based learning is said to be in decline in...
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SubjectTerms Animals
Computer Oriented Programs
Conventional Instruction
Educational Technology
Experiential Learning
Field Experience Programs
Field-based teaching
Foreign Countries
Handheld Devices
identification skills
Influence of Technology
Likert Scales
mobile apps
Portable computers
Program Effectiveness
Questionnaires
Science Instruction
smartphone devices
Statistical Analysis
Student Attitudes
Students
Teaching Methods
teaching/learning strategies
technology in teaching
Technology Uses in Education
Telecommunications
Textbooks
Undergraduate Students
Title Effectiveness of mobile apps in teaching field-based identification skills
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