Mobile Technology in Education: Not Just for the Classroom

Concurrent Session 2
Streamed Session

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Brief Abstract

 This session will demonstrate how Nearpod and other mobile technologies can be leveraged as tools to promote student interaction and engagement through embedded digital collaboration and knowledge-checking activities in non-classroom settings such as orientation sessions. Attendees should plan to actively participate on their own mobile device throughout the session.


Dr. Hope Bauman has a Bachelor of Science in Biological Sciences from the University of Nebraska Lincoln and a Bachelor of Science in Nursing from Creighton University. She completed her Master of Science in Nursing with training as a Family Nurse Practitioner at the University of Nebraska Medical Center in 2008 and her Doctor of Nursing Practice degree from the University of Nebraska Medical Center in 2014. Her doctoral scholarly project was titled “Effect of an Evidence-Based Preceptor Training Program on Practicum Outcomes of Nursing Students in a Large Online Program.” During this pilot project, Dr. Bauman designed and implemented a series of evidence-based electronic training modules for the preceptors of RN-BSN students enrolled at Kaplan University. Dr. Bauman has worked in nursing education for the past 12 years. She has been a fulltime classroom and clinical faculty member as well as Director of Nursing for campus-based pre-licensure nursing programs. Dr. Bauman has also served as adjunct faculty teaching in an online classroom. For the past six years, she has been the Practicum Manager for Purdue University Global (formerly Kaplan University) School of Nursing. In her current role, Dr. Bauman assists students in preparing for clinical and practicum rotations, communicates with preceptors and clinical facilities to facilitate student experiences, and helps develop and implement systems and procedures for managing practicum and clinical processes. Dr. Bauman was instrumental in implementing an electronic data and documentation tracking system as well as a mobile technology platform for orientation processes for the Purdue University Global School of Nursing clinical and practicum programs. She has continually been a key player in the ongoing system revisions to both of these systems to increase the efficiency and effectiveness of that technology in placement processes and clinical site and preceptor relations for the Purdue University Global School of Nursing and School of Health Sciences programs.

Extended Abstract

     Mobile technology permeates many areas of our society, including banking, shopping, and socializing. Many individuals have become reliant on personal mobile devices for completing many daily tasks. Technology is so much a part of daily life that students today desire to use their mobile devices as part of their education as well. Because of this, educational institutions are experiencing an increasing need to match the pervasiveness of mobile technology in society within their learning modalities. The challenge then exists for faculty and instructional staff to find and use mobile instructional tools and technology platforms to keep students actively engaged in the learning process.

     The need for active student engagement and learning does not only apply to theory content in a classroom, but also to orientations and other process information sessions required to successfully navigate through an educational program. The Clinical Placement Team at Purdue University Global had implemented an orientation session for graduate nursing students to help them prepare for their clinical and practicum courses. Despite making the session mandatory, student engagement in the session and knowledge regarding the process continued to be lacking. To address this issue, the team desired to create a more interactive session where students could be more actively engaged in the orientation process. The team decided to implement the Nearpod technology for these sessions.

     In these new sessions, students joined an Adobe classroom as they had in the past, but also joined a live session in Nearpod. The student viewed the content in Nearpod and listened to the team member hosting the session and then participated through their own mobile device in embedded digital collaboration and learning checkpoints throughout the session. Attendance was only given if the student actively participated in the Nearpod module throughout the orientation session.

     The implementation of these new sessions using Nearpod has been well received by students and staff. Clinical placement team members appreciated the ability to better engage the students and participate in more discussion with students to address questions or misunderstandings that existed. Students liked the collaboration activities with other students and members of the clinical placement team to get their questions answered. Since the implementation of these sessions, the clinical placement team has seen a decrease in the number of students who require a clinical leave because of not being adequately prepared for their coursework and a decrease in the general questions about the process that are answered as part of the mandatory session. The team is currently developing additional self-paced modules through Nearpod at the request of the students that will serve as additional resources for students that may be struggling with one or more specific parts of the process.  

     This session will demonstrate how Nearpod and other mobile technologies can be leveraged as tools to promote student interaction and engagement through embedded digital collaboration and knowledge-checking activities in non-classroom settings such as orientation sessions. Attendees are encouraged to bring their own mobile device to actively participate in the session and gain insight into the student experience within this learning platform.