1000 word literature review, the topic is the use of mobile devices in higher education, the requirement is in the word document, please fulfil all the requirement in the second page in the word doc "literature review structure"
Australasian Journal of Educational Technology, 2014, 30(4). ascilite 415 Student use of mobile devices in university lectures Neil Roberts, Michael Rees Bond University, Australia Mobile devices are increasingly used by students in university lectures. This has resulted in controversy and the banning of mobile devices in some lectures. Although there has been some research into how students use laptop computers in lectures, there has been little investigation into the wider use of mobile devices. This study was designed to investigate which mobile devices students use, what they use them for and the duration of each activity within 1 hour lectures. Students in six cross faculty core classes (n=74 students total) at Bond University responded to a survey asking them to document and comment on their mobile device use over the previous hour at the end of their lecture. A focus group of students who had not been surveyed was conducted to cross-validate the survey results. The key results were that 66% of students responding to the survey reported using a mobile device in the lecture. Of this group, 45% used a mobile phone and 38% a laptop. The most common activity was typing notes on a laptop, followed by accessing lecture slides. The vast majority of mobile device usage was on task and related to the lecture. Introduction In society today, mobile devices are pervasive in all aspects of daily life at home, for leisure, during study and at work. These devices exist in an ever-widening range of computer hardware types and include smartphones, tablets, netbooks, and laptops. These mobile devices are now regarded as essential learning tools (Traxler, 2010). It is therefore unsurprising to see them proliferate in the higher education student population. At universities, 87% of students own laptops, more than half have a smartphone, and 8% own an iPad (Dahlstrom, de Boor, Grunwald, & Vockley, 2011). Kinash, Brand, Mathew and Kordyban (2011) found that 48% of students brought their laptops to lectures, while according to Abilene Christian University (2011), 89% of students brought a mobile device to class. The current generation of students are “accustomed to operating in a digital environment for communication, information gathering and analysis”, tend to be “always on” (Oblinger, 2004, p. 2) and are focussed on connectedness and social interaction. They tend to multitask and, according to McMahon and Pospisil (2005), they have “lots of things ‘on the go’ at once” (p. 425). This rise in popularity of mobile devices has led some lecturers and universities to ban them in lectures, because of the wide range of distractions that they give students access to (Baron, 2013; Conway, 2013). The use of mobile devices in lectures is changing rapidly, and although there are some reports of how students are using their laptops in lectures (e.g. Fried, 2008; Lauricella & Kay, 2010) little attention has been paid to the specific actions that students undertake with other mobile devices such as iPads and mobile phones during a lecture. Since a major reason that these devices have been banned in lectures is that it is believed they are being used for off task activities, it is important to have a clear understanding of what students use them for. This paper investigates what mobile devices students use, what they use them for and the duration of each activity within 1 hour lectures. Background Mobile devices offer many advantages to students at university (Annan-Coultas, 2006), enabling them to take and edit notes neatly, as well as to organise and structure notes effectively without messy paper handling (Murray, 2011). Another significant benefit of electronic notes is the ability to search for concepts and to redefine the structure and note order (Weaver & Nilson, 2005). Notes documents can also be shared and synchronised with other mobile devices so that they can be accessed anywhere (Schepman, Rodway, Beattie, & Lambert, 2012). Furthermore, students can access instructor-provided class materials instantly and search and access public multimedia and other material online (Hall & Elliott, 2003). McCreary (2009), for example, found that 77.8% of law students surveyed went online to look up cases, statutes or lecture-related material. Mobile devices can also be used to provide immediate response to the Australasian Journal of Educational Technology, 2014, 30(4). 416 lecturer through a Twitter feed (Young, 2010) or the use of real-time online poll apps (Law, 2012). Feedback from student focus groups by Kinash, Brand and Mathew (2012) indicated that students found learning resources on iPads efficient, engaging and interactive, and commented on the portability and lower environmental impact as compared to bound textbooks, paper and pen. Despite these advantages, there is some opposition to student use of mobile devices in lectures (Maxwell, 2007; Yamamoto, 2008) due to issues with distractions, note taking and lack of discussion in lectures, among others (Murray, 2011). Consequently, some classes and university authorities are using bans and ‘Internet kill’ switches to prevent laptop usage (Foster, 2008; Luther, 2012). One commonly cited reason for opposition is the potential for distraction (Colb, 2006; Murray, 2011). Mobile devices enable students to access games, social media, email and chat, as well as to watch movies, shop and surf the internet, among others. These diversions are not only distracting for the student who is using the mobile device, but also for other surrounding students (Yamamoto, 2008). Distractions such as the noise of typing or a colourful light-emitting screen can also affect nearby students, and many lecturers have made reference to the sense of disconnection of students using laptops (Maxwell, 2007; McCreary, 2009; Yamamoto, 2008). Some lecturers request laptop users to sit near the front (Young, 2006) or near the back (McCreary, 2009) of the lecture room to decrease distraction to themselves and other students. However, it has been argued that distractions in lectures are nothing new, and unrelated multitasking can be compared with traditional low tech distractions such as doodling or note passing (Hembrooke & Gay, 2003; Lauricella & Kay, 2010). Conversely, Maxwell (2007) points out that few lecturers would allow students to openly read a newspaper or play solitaire on the desk in front of them, and the nature of the distraction of mobile devices is far greater, which leads to a decrease in student engagement in the classroom. Traxler (2010) stated that there is another side to disruption, and that mobile devices “allow students to access and store images and information of their own choosing and perhaps create and distribute new images and information independently of the lecturers and of the university” (p.157). In other words, rather than characterising student use of mobile devices as distraction, Traxler wrote that student-centred flexible use of learning resources through mobile devices means that the university and lecturer are no longer the gatekeepers of information. The literature suggests that laptops tend to be used for polarised tasks, “either to assist the student to follow the class, or to engage in a task unrelated to the class” (Barkhuus, 2003, p.4). In research conducted by Kinash, Brand, Mathew and Kordyban (2011), for example, half the students who took their laptops to lectures reported that they used their device primarily to access the learning management system (Blackboard) for the subject. Half the students stated that they went on Facebook, a third stated that they accessed Wikipedia and a third texted during the lecture. Similarly, in a survey on laptop use in lectures among law students (McCreary, 2009), 96.1% of participants reported that they used their laptops to take notes. However, at the same time, 70.5% reported that they surfed the web during the class, and 14.5% used their laptops to play games. It would also appear that multitasking during lectures is common (Gay & Grace-Martin, 2001; Hembrooke & Gay, 2003). Fried (2008), for example, found that students with laptops used them during 48.7% of the lecture time. Over this period they multitasked for an average of 17 minutes of each 75 minute lecture. This included checking email (81%), using instant messaging (68%), surfing the web (43%), playing games (25%) and other activities (35%). Similarly, Kraushaar and Novak (2006) used analysis of voluntary installation of monitoring software on student computers and found that of every 100 productive windows open, students opened 33 distractive windows related to surfing and entertainment, 27 windows related to email, and 43 related to instant messaging. They found that students multi-tasked heavily using laptops, and actively used non course-related software applications for approximately 42% of the lecture. In another study, McCreary (2009) found that 38.4% of law students used instant messaging during lectures, and 42.1% went on line for general surfing, such as shopping. In terms of mobile phone usage and tablet use in lectures, relatively little has been researched as to how they are used. Mobile phones are extremely common in lectures. Kinash, Brand, Mathew and Kordyban (2011) for example, found that 96% of students brought their mobile phone to class and that students used mobile phones and laptops equally during lectures. However, mobile phones appear to be used mainly for Australasian Journal of Educational Technology, 2014, 30(4). 417 off task activities with students reporting that 80% of mobile use was dedicated to social networking, 75% for web browsing and 68% for email (Kinash et al., 2011). Similarly, research conducted by Smith, Salaway and Borreson Caruso (2009)