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Using iPad-based mobile learning to teach creative engineering within a problem-based learning pedagogy

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Abstract

This case study, noting the increasing interest in iPad-based mobile learning research and aware of the current dearth of engineering talent in the UK, aims to contribute to a still sparse area of research that links iPad use to engineering education. To achieve this, the study investigates the integration of iPad-based mobile learning (M-learning) into a creative engineering (CE) module in a secondary school in England that has adopted a problem-based learning pedagogy. The findings indicate that iPad-based M-learning is compatible with the problem-based learning pedagogy underpinning the particular creative engineering module, both philosophically and practically, inside and outside the classroom. The integration of the iPad with problem-based CE pedagogy is able therefore to create a new M-learning pedagogical model.

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Authors and Affiliations

  1. Department of Linguistics and Modern Language Studies, The Education University of Hong Kong, 10 Lo Ping Road, Tai Po, N.T., Hong Kong, China

    Yulong Li & Lixun Wang

Authors
  1. Yulong Li
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  2. Lixun Wang
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Correspondence to Lixun Wang.

Appendix

Appendix

1.1 Sample interview questions: Interviews before class observation

  1. 1.

    What is teaching and learning like in CE, and is it different from other modules?

  2. 2.

    How is iPad-based M-learning incorporated into the CE pedagogy? Can you give some examples?

  3. 3.

    Does the CE module encourage iPad use? How?

  4. 4.

    What do you think of mobile learning?

  5. 5.

    What are your opinions on the advantages of iPad-based M-learning in CE?

  6. 6.

    What do you think of the improvement M-learning brings to teaching and learning?

  7. 7.

    How are CE teachers and students supported in the school?

  8. 8.

    How do teachers and students choose their apps?

1.2 Sample interview questions: Follow-up questions after class observation

  1. 1.

    What are the students doing, why are they not using iPad? Why are they using laptop instead?

  2. 2.

    What is the pedagogy? I heard that it’s problem based learning, is that the case?

  3. 3.

    How does this kind of pedagogy differ from the pedagogy used in other regular modules such as Science and Chemistry? What’s the difference during the teaching and learning?

  4. 4.

    How do they use iPad during the process of designing?

  5. 5.

    For general creative engineering, how is iPad incorporated into the teaching and learning?

  6. 6.

    Compared with other regular modules, do you think the creative engineering module encourages more iPad use?

  7. 7.

    What do you think of mobile learning? Is it an advantage in the study of creative engineering? Are there specific benefits?

  8. 8.

    What do you think of the abilities of creative engineering students? What abilities have they improved by using iPad?

  9. 9.

    What about the assessment, how do you assess them?

  10. 10.

    Are there limitations of using iPad in the study of creative engineering?

  11. 11.

    How can the use of iPad match the curriculum of creative engineering?

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Li, Y., Wang, L. Using iPad-based mobile learning to teach creative engineering within a problem-based learning pedagogy. Educ Inf Technol 23, 555–568 (2018). https://doi.org/10.1007/s10639-017-9617-y

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  • DOI: https://doi.org/10.1007/s10639-017-9617-y

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