The Impacts of Tablet Use for Eliminating the Time-Space Barriers in University Education: A Turkish Experience

Murat Akser, Sarphan Uzunoğlu, İsmail Hakkı Polat

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Citations (Scopus)
85 Downloads (Pure)

Abstract

Mobile learning applications are widely used in various levels of education. In developing and developed countries, educational institutions use tablets and personal computers for supporting learning processes. Mobile learning practices are generally used for overcoming time-space constraints in traditional learning. This study covers both a lecturer’s and his students’ tablet usage and the achievements of that usage on an Introduction to New Media Course in Kadir Has University undergraduate New Media program, including a comparison with traditional and online-blended lectures in previous years. Thanks to the development of a mobile course tablet application, students have been able to watch live broadcasts and video recordings of lectures, see lecture presentations and read e-materials submitted online, while also being able to submit their assignments, exams and response papers. Interaction between lecturer and students was shown to have been improved by tablet application, and lecture commentaries were followed online and archived. The mobile application was integrated with Facebook in order to improve students’ social interactions with the course materials and the lecturer, thus also paving the way for a concept of social learning. A course which has already been complemented by social networks and another online education software was chosen for the study. By using almost the same syllabus that had been used for the previous two years, it was possible to harvest comparative data about student and lecturer performances, and the study showed that on average class performance improved by 8% compared to previous years. Online interaction obviously increased, but so did average time spent on class-work and also 'mobilization': 3G was used more than Wifi technologies during the semester, demonstrating the mobility and time-space independence of the students.
Original languageEnglish
Title of host publicationMobile as a Mainstream – Towards Future Challenges in Mobile Learning
EditorsMarco Kalz, Yasemin Bayyurt, Marcus Specht
Place of PublicationNew York
PublisherSpringer
Pages212-221
Volume479
ISBN (Print)978-3-319-13415-4
DOIs
Publication statusPublished - 1 Nov 2014

Bibliographical note

Reference text: Althusser, L. (2006). Ideology and ideological state apparatuses (notes towards an investigation). The anthropology of the state: A reader, 86-111.

Castells, M. (2013). Communication power. Oxford University Press.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105.

Prior, H. R. (2014). Public Sphere and Panopticism: considerations about surveillance in everyday life. Sphera publica: revista de ciencias sociales y de la comunicación, 1(14), 23-38.

Murakami, D., Ball, K., Lyon, D., Norris, C.: A Report on the Surveillance Society. For the
Information Commissioner by the Surveillance Studies Network 5 (2006)

Madsen, W. (1998). Crypto AG: The NSA’s Trojan Whore?. Covert Action Quarterly, 63, 209-42.

Virilio, P. (2001). Virilio live: Selected interviews. J. Armitage (Ed.). Sage.

Wood, D. M., Ball, K., Lyon, D., Norris, C., & Raab, C. (2006). A report on the surveillance society. Surveillance Studies Network, UK.

Keywords

  • Communication
  • Education
  • Web 2.0
  • Educational Technology
  • Wireless Communications
  • User Experience (UX)
  • Mobile Technology
  • User Interface
  • Wireless networks
  • The Internet
  • blended learning
  • E-Learning

Fingerprint

Dive into the research topics of 'The Impacts of Tablet Use for Eliminating the Time-Space Barriers in University Education: A Turkish Experience'. Together they form a unique fingerprint.

Cite this