Touch-pad mobile devices for blended learning in immunology practicals

Abstract

What problems were addressed? Attention to the improvement of undergraduate practical education is being actively investigated and interactive learning strategies, which encourage peer discussion, are central goals.1 A major challenge confronting instructors in the undergraduate classroom concerns how to engage students in problem-solving activities. Some students are reluctant to disclose what they know or to ask questions, and this makes the recognition of any misconceptions they may have challenging. The situation becomes more difficult when students need exposure to hands-on experience during laboratory practical sessions (practicals). New strategies are needed to provide opportunities for students to engage in the learning process and to foster a sense of ownership towards their work. What was tried? We developed blended immunology practicals for Year 2 pharmacy students. Each laboratory session involved the combined use of digital tablet devices and in-class group exercises. Each group of four students was handed an iPad to use alongside their existing touch-pad mobile devices. The laboratory practical session was divided into three parts: (i) a 10-minute briefing by the instructor to introduce students to the main tasks of the laboratory session; (ii) a period in which students were set loose to work on the tasks, and (iii) a period during which students reported their findings and discussed the implications of their results. Students used the iPad to take notes, access learning resources, browse the Internet and navigate course notes. Various multimedia capabilities that are inherent to the iPad and smart phones were utilised to capture and annotate digital images, and record laboratory procedures. Materials generated by students were displayed on an interactive whiteboard for whole-class discussion by wirelessly streaming the iPad content using an Apple TV. What lessons were learned? Data sourced from a final anonymous module evaluation survey completed by 40 students showed that 99% of respondents agreed the laboratory activity was interesting, and 74% agreed the wireless devices facilitated better use of limited laboratory space compared with laptop or desktop computers. More than 95% of students felt they had gained more confidence in giving and receiving feedback and 94% indicated that they would prefer iPad materials to textbooks, provided the cost of the materials was reasonable. Students’ favourable perceptions do not seem to depend on the effect of exposure to a novel learning activity because their motivation remained high for these classes in relation to that for laboratory sessions in which iPads are not provided. The incorporation of touch-pad mobile devices into practicals enhanced students’ engagement and enjoyment of the laboratory exercises. Using these devices was a valuable way of focusing students on one task at a time and was superior to the use of laptop or desktop computers. When students were made aware that their material would be reviewed and used as resources in the laboratory in the future, they were motivated to capture and discuss relevant and useful material. The blended learning approach using digital tablets was highly appreciated by our pharmacy students and resulted in significant interest in the subject. This approach was a suitable tool to complement traditional undergraduate practical teaching to meet the challenge of increasing the willingness of less confident students to share the results they obtain.