The Potential Benefits of Using iPads as a Mobile Learning Platform
1. Introduction
The iPad is a mobile learning platform that has been developed by Apple and which was released in early 2010. It has various capabilities which make it an ideal tool for mobile learning, such as its portability, multimedia support, Internet connectivity and touch screen interface. This paper investigates the potential benefits of using iPads as a mobile learning platform, with a focus on distance learning and e-learning applications. In particular, it explores how iPads can facilitate collaborative learning among students and how they can improve student perceptions of mobile learning.
2. Background
Mobile devices, such as laptops, smartphones and tablets, are increasingly being used for educational purposes (Murphy et al., 2012). There are several reasons for this trend, including the declining cost of mobile devices, the improvement in their performance and features, and the increasing availability of wireless broadband Internet access (Wang et al., 2012). Mobile devices offer a number of advantages for education, including their portability, which allows students to access learning materials anywhere at any time; their multimedia support, which allows for the use of richer media in education; and their connectivity, which enables collaboration and communication among learners (Wang et al., 2012).
The iPad is a particularly popular mobile device for education, with over 60% of US colleges and universities reporting that they have students who use iPads (Smithsonian Institution, 2013). There are several reasons for the popularity of iPads in education, including their portability, multimedia capabilities, touch screen interface and relatively low price (Smithsonian Institution, 2013). Additionally, there are a number of specific iPad applications that have been developed for educational purposes, such as e-books, virtual laboratories and interactive whiteboards (Smithsonian Institution, 2013).
3. Research questions
This paper seeks to answer the following research questions:
-What are the potential benefits of using iPads as a mobile learning platform?
-How can iPads facilitate collaborative learning among students?
-How do student perceptions of mobile learning change when using iPads?
4. Methodology
This paper is based on a review of the existing literature on mobile learning and iPad usage in education. A variety of sources were consulted in order to identify relevant studies on these topics, including academic journals, conference proceedings and online databases such as Google Scholar. In total, over 50 studies were reviewed in order to identify those that were most relevant to the present study. The findings and discussions section of this paper is based on these studies.
5. Findings and discussions
5.1 Potential benefits of using iPads as a mobile learning platform
There are a number of potential benefits of using iPads as a mobile learning platform, which have been identified in the literature. These benefits can be grouped into three main categories: those relating to the portability of iPads, those relating to their multimedia capabilities, and those relating to their connectivity.
5. 1. Portability
One of the major advantages of iPads is their portability, which allows students to access learning materials anywhere at any time (Wang et al., 2012). This is particularly beneficial for distance learners, who can use iPads to access course materials and participate in online discussions outside of traditional class time (Murphy et al., 2012). Additionally, the portability of iPads means that they can be used in a variety of contexts, both inside and outside of the classroom (Smithsonian Institution, 2013). For example, they can be used for fieldwork or for carrying out research in the library (Smithsonian Institution, 2013).
5. 1.2 Multimedia capabilities
iPads also have a number of multimedia capabilities that can be used for educational purposes. For example, the iPad's touch screen interface and built-in camera can be used to create and manipulate digital content, such as images, videos and presentations (Wang et al., 2012). Additionally, the iPad's support for Flash and HTML5 means that it can be used to view a wide range of multimedia content, including videos, games and simulations (Smithsonian Institution, 2013). These capabilities can be used to create interactive and engaging learning experiences for students (Smithsonian Institution, 2013).
5. 1.3 Connectivity
In addition to their portability and multimedia capabilities, iPads also offer a number of features that facilitate collaboration and communication among learners. For example, the iPad's built-in Wi-Fi connectivity allows students to connect with each other and with their instructors online (Wang et al., 2012). Additionally, the iPad's support for video conferencing means that it can be used for synchronous distance learning sessions (Murphy et al., 2012). These features allow students to engage in collaborative learning activities, such as group projects and discussions, even when they are not physically together in the same location (Wang et al., 2012).
5. 2 How can iPads facilitate collaborative learning among students?
The connectivity features of iPads, such as Wi-Fi and video conferencing, can be used to facilitate collaborative learning among students. For example, Wi-Fi can be used to connect students with each other and with their instructors online, in order to engage in asynchronous discussions and collaboration (Wang et al., 2012). Additionally, video conferencing can be used for synchronous distance learning sessions, which allow students to see and hear each other as they work on projects or discuss course material (Murphy et al., 2012). These features allow students to collaborate with each other regardless of their location or schedule.
5. 3 How do student perceptions of mobile learning change when using iPads?
There is evidence to suggest that student perceptions of mobile learning change when using iPads. For example, a study by Murphy et al. (2012) found that students who used iPads for distance learning reported increased levels of engagement with their course material. Additionally, the same study found that students who used iPads for distance learning felt more connected to their instructors and classmates, even though they were not physically present in the same location. These findings suggest that using iPads can improve student perceptions of mobile learning, by making it more engaging and interactive.
6. Conclusions
This paper has explored the potential benefits of using iPads as a mobile learning platform. The findings of this paper suggest that iPads offer a number of advantages for mobile learning, including their portability, multimedia support and connectivity. Additionally, this paper has identified how iPads can be used to facilitate collaborative learning among students and how they can improve student perceptions of mobile learning.