Document Type

Conference Proceeding

Publication Date

6-14-2015

Abstract

Use of mobile learning strategies and devices for e-portfolio content creation in an engineering Thermodynamics class: Student perceptions Mobile devices can be useful for creating educational content and to help students to learn better (Benedict & Pence, 2012; Tabor & Minch, 2013; Pereira, Echeazarra, Sanz-Santamaria, & Gutierrez, 2014). The purpose of this study is to determine student perceptions on the efficacy of using mobile learning strategies and devices to create electronic content for inclusion in an engineering individual e-portfolio. Students enrolled in an undergraduate 300-level engineering Thermodynamics class, created multimedia videos and produced content demonstrating course content summaries, problem solving techniques, and written work on concept question solutions. A post course completion anonymous survey and focus group meeting was conducted at the end of the semester, to document student perceptions on the efficacy of using mobile learning strategies and devices to create electronic content for inclusion in an engineering individual e-increased interaction with the instructor. Students reported that the act of creating videos portfolio. Results indicated that most students found using mobile devices to create content for verbalizing and demonstrating each step of a problem solution helped review course their e-portfolios increased engagement with content though it did not necessarily lead to materials, to think deeply and to retain information for future use. The e-portfolio was not used as an interaction venue between the students and the instructor and most students found it easier to contact the instructor face-to-face. Several advantages and disadvantages of using mobile devices were noted. Students expressed interest in using mobile devices for learning in future, and suggested changes for ways in which mobile devices can be used in future engineering classes.

Copyright Statement

© (2015), American Society for Engineering Education, Proceedings of ASEE Annual Conference (Seattle, WA).

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