A mobile device supported blended learning approach for postgraduate students where absenteeism from classes had previously been an issue

Abstract

While the students on a postgraduate course were reportedly motivated by the course, which was accredited by a professional body, there was a high level of absenteeism in earlier courses years. A blended learning approach was introduced which allowed the students to attend lectures and tutorials but also to access course material, listen to lecture-based podcasts, participate in chat room tutorials and use other resources, such as the library resources, at any time. To ensure a common technology platform, each student was issued with an iPad2. The blended learning approach and the availability of mobile devices gave flexibility to assist and support learning. Lessons learned included (1) that introducing the blended learning approach appeared to have a positive impact on academic results (2) traditional attendance measures became less relevant, (3) that students wanted to retain an amount of face to face time rather than go solely online and (4) that students vary in the enthusiasm with which they embrace the blended learning approach.