Has mobile technology disrupted the pedagogy of Problem Based Learning: The tutors perspective

Abstract

Sarah J Wood, Matthew Wix, Lucie-Byrne Davies, Colin J Lumsden

Background: At Manchester Medical School (MMS), mobile tablet technology is embedded within problem based learning (PBL). Anecdotally, tutors perceived a disruption to PBL. Summary of work: We employed a census survey of phase 2 PBL tutors in MMS. We queried a) demographics b) technological abilities c) perceptions of ipad use, and d) of mobile technology in PBL. Nominal and ordinal data were analysed descriptively, text responses with content analysis. Summary of results: Response rate was 58%. 82% of tutors thought ipads had changed PBL, commenting that PBL was more interactive (44%). The strongest theme, was that facilitators did not feel ipads had altered preparatory work. Emerging themes concerned the reduction of interaction within group and with facilitators. Facilitators felt groups used their ipads to clarify the setting (20%), define the problem (14%) and document intended learning outcomes(18%). Many perceived students using ipads for individual learning (21%), and group feedback (13%). Few facilitators felt that mobile tablet use had changed the pedagogic order of PBL, but had altered students approach to information gathering and presentation. Conclusion: This survey has illustrated the influence of mobile technology on the process of PBL, demonstrating tablet use in most of the 7 stages. A strong perspective is that this enhanced this process.