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Description
The overarching aim of the project was to promote active engagement with the curriculum for a diverse range of
students. We planned to be flexible and responsive to the needs of both staff and students and, therefore initially, had
no set parameters for the potential usage of the devices by academic staff. As such, staff used the devices to support a
diverse range of pedagogic enhancements and to promote active engagement with the curriculum. However, this case
study will concentrate specifically on how our students used the iPads in practical classes and, in particular, on their
use of the iPad’s video functionality.
Previous research had suggested that the use of visual feedback in the form of video offers a unique perspective that
enables the student to capture their practice and view it through another lens (Zehry et al, 2011). Consequently,
we believed that utilising the iPad video functionality with the capacity for instant feedback would support and
develop the students’ practical skills through improved knowledge acquisition and reflective processes. We therefore
incorporated the use of iPads into the practical skills sessions of our second year undergraduate Physiotherapy
students and asked them to film themselves performing practical skills. In small groups of up to four students they
created, reviewed and shared their own student generated short videos in a range of communication and skill based
activities to:
• Review and critique their performance of skills and practical techniques to improve both their practical skills
and, by working in groups, develop their peer feedback skills.
• Review communication skills by recording samples of interaction and then use these videos to highlight
effective communication and good practice.
Once created, these videos were used as a starting point for debrief and reflection sessions with academic staff, to
promote both practical skills development and the ability to critique performance and give supportive peer feedback.
Each of the students reviewed their own performance to promote reflection on their own skills and then provided
feedback on the performance of others. If desired, the videos could then be emailed or uploaded to the VLE for further
reflection and review at a later session or to support revision for practical exams.
Evaluation and impact
The motivation for carrying out this study was to explore the students’ learning experiences of using the iPads and
the staff perceptions of the value added. With this in mind, the project was evaluated using a mixed methods design
carried out via focus groups, individual interviews and comment notes from both staff and students.
Student evaluations were collected via individual interviews and comment notes and a thematic analysis of the data
identified three distinct themes:
• Accessibility/usability
• Engagement/collaboration
• Added value
G O O D P R A C T I C E G U I D E – M O B I L E L E A R N I N G C A S E S T U D Y 7