9132IBA - Evidence-Based Decision-Making for Nurse Leaders
VerifiedAdded on 2022/08/20
|9
|2256
|16
Assignment
AI Summary
Contribute Materials
Your contribution can guide someone’s learning journey. Share your
documents today.

Running head: NURSING
9132IBA - Evidence based Decision Making
Name of the Student
Name of the University
Author Note
9132IBA - Evidence based Decision Making
Name of the Student
Name of the University
Author Note
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.

1NURSING
Introduction- Mobile learning, commonly referred to as m-learning encompasses the
practice of learning across countless disciplines through content and social interactions, and
is reliant on usage of personalised electronic devices (Pimmer, Mateescu & Gröhbiel, 2016).
M-learning has been identified as a feature of distance education and often comprises of the
usage of MP3 players, handheld computers, mobile phones, tablets, and notebooks. M-
learning places an emphasis on interaction with portable equipment and learner mobility
(Crompton & Burke, 2018). M-learning is an expedient aspect of education in that it can be
virtually accessed by the learners from any location (Fraga & Flores, 2018). Additionally,
sharing of information across the online platforms is almost immediate and it is also
characterised by the reception of instantaneous response and instructions from the instructors
(Kaliisa & Picard, 2017). Despite the fact that m-learning facilitates addition of countless
videos, images and audio files thus making the learning interesting and livelier, they can
serve as major distractions for learners. This assignment will highlight if laptops and tablets
should be allowed in the classrooms.
Literature search- The research question for this literature review is given below:
Should students be allowed to take laptop or tablet to classes?
With the aim of conducting a secondary research, the search engine of Google Scholar
was considered suitable. The search terms used were namely, computers, laptops, mobile,
technological devices, classrooms, school, influence, impact, and effect. All the search terms
were combined with the boolean operators ‘AND’ and ‘OR’ that broadened and/or narrowed
the search results (McGowan et al., 2016). Articles that had been published on or after the
year 2016 in English language, and having full-text accessibility were included.
Discussion- As claimed by Castillo-Manzano et al. (2017) information and
communication technology-dependent (ICT) technological communications not only places
Introduction- Mobile learning, commonly referred to as m-learning encompasses the
practice of learning across countless disciplines through content and social interactions, and
is reliant on usage of personalised electronic devices (Pimmer, Mateescu & Gröhbiel, 2016).
M-learning has been identified as a feature of distance education and often comprises of the
usage of MP3 players, handheld computers, mobile phones, tablets, and notebooks. M-
learning places an emphasis on interaction with portable equipment and learner mobility
(Crompton & Burke, 2018). M-learning is an expedient aspect of education in that it can be
virtually accessed by the learners from any location (Fraga & Flores, 2018). Additionally,
sharing of information across the online platforms is almost immediate and it is also
characterised by the reception of instantaneous response and instructions from the instructors
(Kaliisa & Picard, 2017). Despite the fact that m-learning facilitates addition of countless
videos, images and audio files thus making the learning interesting and livelier, they can
serve as major distractions for learners. This assignment will highlight if laptops and tablets
should be allowed in the classrooms.
Literature search- The research question for this literature review is given below:
Should students be allowed to take laptop or tablet to classes?
With the aim of conducting a secondary research, the search engine of Google Scholar
was considered suitable. The search terms used were namely, computers, laptops, mobile,
technological devices, classrooms, school, influence, impact, and effect. All the search terms
were combined with the boolean operators ‘AND’ and ‘OR’ that broadened and/or narrowed
the search results (McGowan et al., 2016). Articles that had been published on or after the
year 2016 in English language, and having full-text accessibility were included.
Discussion- As claimed by Castillo-Manzano et al. (2017) information and
communication technology-dependent (ICT) technological communications not only places

2NURSING
an emphasis on modernization in learning, but also focuses on integration of all key
stakeholders in e-learning procedures and trainings. The researchers were correct in
identifying the fact that technology is widely accepted by students and they demonstrate a
willingness to incorporate it in learning procedures. On conducting a field based survey amid
a sample comprising of 412 students, followed by implementation of a bivariate probit
model, the researchers found that there is less extent of integration of mobile devices in
teaching, with as less as 29.8% respondents carrying the devices to the classrooms. It was
also found that there was minor prevalence of laptops. While students carrying laptops
demonstrated concerns about charging them, those carrying tablets to the classrooms
manifested concerns regarding internet connection quality. Hence, the implications of the
study can be associated to the fact that it focused on the fact that the strategy to endorse m-
learning should commence with the college itself, with advancements directed towards
corporeal infrastructure, through the fitting of additional electrical sockets and improved wifi
system.
Computers and laptops have become commonplace in college and university
classrooms, and with that teachers have now to encounter a critical decision regarding
whether they should embrace technology in classrooms. Carter, Greenberg and Walker
(2017) identified that despite overwhelming response of the students for using laptops and
computers, there is inadequate evidence in relation to the positive influences. While
conducting a randomised clinical trial amid undergraduate students, it was found that usage
of computer in classroom decreases the average performance of students in final examination
by 150 standard deviation. The cumulative GPS for students at the beginning of the semester
was found to differ from those during the finals by 0.17 grade points. Thus, they
appropriately elaborated on the fact that usage of laptops and tablets for mobile learning in
an emphasis on modernization in learning, but also focuses on integration of all key
stakeholders in e-learning procedures and trainings. The researchers were correct in
identifying the fact that technology is widely accepted by students and they demonstrate a
willingness to incorporate it in learning procedures. On conducting a field based survey amid
a sample comprising of 412 students, followed by implementation of a bivariate probit
model, the researchers found that there is less extent of integration of mobile devices in
teaching, with as less as 29.8% respondents carrying the devices to the classrooms. It was
also found that there was minor prevalence of laptops. While students carrying laptops
demonstrated concerns about charging them, those carrying tablets to the classrooms
manifested concerns regarding internet connection quality. Hence, the implications of the
study can be associated to the fact that it focused on the fact that the strategy to endorse m-
learning should commence with the college itself, with advancements directed towards
corporeal infrastructure, through the fitting of additional electrical sockets and improved wifi
system.
Computers and laptops have become commonplace in college and university
classrooms, and with that teachers have now to encounter a critical decision regarding
whether they should embrace technology in classrooms. Carter, Greenberg and Walker
(2017) identified that despite overwhelming response of the students for using laptops and
computers, there is inadequate evidence in relation to the positive influences. While
conducting a randomised clinical trial amid undergraduate students, it was found that usage
of computer in classroom decreases the average performance of students in final examination
by 150 standard deviation. The cumulative GPS for students at the beginning of the semester
was found to differ from those during the finals by 0.17 grade points. Thus, they
appropriately elaborated on the fact that usage of laptops and tablets for mobile learning in

3NURSING
classroom creates a negative impact on the academic performance of students; thereby raising
questions regarding the permission for the usage of internet enabled learning devices.
This was consistent to the findings presented by Patterson and Patterson (2016) who
correctly stated that most students have become familiar to uninterrupted access to internet in
classroom and at home. They presented the findings obtained from a randomised controlled
trial conducted in 50 classrooms, among 726 students, and stated that allowing laptops and
computers in classroom decreases the examination scores of the students by around 0.18σ
that corresponded to an estimated 1.7 point decrease on a 100 point scale. Students who use
their laptops or tablets might often surf the internet, message their peers, or even check
emails, all of which could draw the attention away from the class sessions, thereby decreasing
understanding of the lecture materials. Furthermore, usage of these devices demonstrated
reduced efficacy at taking class notes, since they necessitate the usage of pen and paper,
which in turn also decreases their test score.
In the words of Synnott (2018) computer offers the probability of bringing about
practical improvements in student productivity in the classroom. They argued that use of
laptops and computers facilitate the students to take comprehensive study notes, and also help
them to remain organized, besides providing them instantaneous access to a plethora of
learning materials. However, the researchers also highlighted that instructors and educators
have the suspicion that presence of a computer screen repeatedly indicates engagement of
student in social networking, rather than increasing their productivity or helping then in
learning. Upon conducting a quasi-experimental study it was found that students who have to
carry laptops to their class on a particular day demonstrate a significantly increased
likelihood of using them in laptop-optional classes, compared to students who do not have to
carry the device. On the contrary, it was also found that students who had been prohibited
from carrying their devices to at least one of their classrooms demonstrated a less likelihood
classroom creates a negative impact on the academic performance of students; thereby raising
questions regarding the permission for the usage of internet enabled learning devices.
This was consistent to the findings presented by Patterson and Patterson (2016) who
correctly stated that most students have become familiar to uninterrupted access to internet in
classroom and at home. They presented the findings obtained from a randomised controlled
trial conducted in 50 classrooms, among 726 students, and stated that allowing laptops and
computers in classroom decreases the examination scores of the students by around 0.18σ
that corresponded to an estimated 1.7 point decrease on a 100 point scale. Students who use
their laptops or tablets might often surf the internet, message their peers, or even check
emails, all of which could draw the attention away from the class sessions, thereby decreasing
understanding of the lecture materials. Furthermore, usage of these devices demonstrated
reduced efficacy at taking class notes, since they necessitate the usage of pen and paper,
which in turn also decreases their test score.
In the words of Synnott (2018) computer offers the probability of bringing about
practical improvements in student productivity in the classroom. They argued that use of
laptops and computers facilitate the students to take comprehensive study notes, and also help
them to remain organized, besides providing them instantaneous access to a plethora of
learning materials. However, the researchers also highlighted that instructors and educators
have the suspicion that presence of a computer screen repeatedly indicates engagement of
student in social networking, rather than increasing their productivity or helping then in
learning. Upon conducting a quasi-experimental study it was found that students who have to
carry laptops to their class on a particular day demonstrate a significantly increased
likelihood of using them in laptop-optional classes, compared to students who do not have to
carry the device. On the contrary, it was also found that students who had been prohibited
from carrying their devices to at least one of their classrooms demonstrated a less likelihood
Secure Best Marks with AI Grader
Need help grading? Try our AI Grader for instant feedback on your assignments.

4NURSING
of using the same, in laptop-optional classes. Upon conducting a comparison between the
student grades, it was found that uses of laptops reduces the course grade by an estimated
0.14-0.37 grade points, or around 0.17-0.46 SD, thus suggesting students must not be always
allowed to carry along the devices to classrooms.
The aforementioned findings were in accordance to the statements presented by
Izadpanah and Alavi (2016) who suggested that the production of smart phones has brought
about great modification in the higher education landscape, and ubiquitous communication
devices are generally used not only by students, but also by faculty and administrators as
well. The researchers highlighted that while some students make use of their smart phones for
texting during class sessions, other use them during examinations, and most faculty and
students report the use of cell phones as a major interruption in classroom. Students are
generally not capable of multitasking; hence those engaging in the use of these devices
typically have lower grades. However, at time students are also instructed by professor to
utilise their laptops or mobiles for conducting research on relevant information about the
class lectures, and this helps in keeping them updated about the contemporary events
occurring all across the globe. Not only does the uses of such device help students to take
pictures of the information shared by professors, but also helps them to solve mathematical
problems. Hence, findings of this study suggested that the challenge to utilise new technology
in order to improve the learning experiences of the students is stimulating and intimidating at
the same time.
Contemporary advancements in the domain of computer technology have resulted in
an increase in interest in the learning process. The researchers Carter, Greenberg and Walker
(2017) were correct in recognising that computer technology not only provides access to huge
information, but also helps the students to make use of the course content, thereby advancing
their learning. With the aim of evaluating the perception of EFL learners about technology
of using the same, in laptop-optional classes. Upon conducting a comparison between the
student grades, it was found that uses of laptops reduces the course grade by an estimated
0.14-0.37 grade points, or around 0.17-0.46 SD, thus suggesting students must not be always
allowed to carry along the devices to classrooms.
The aforementioned findings were in accordance to the statements presented by
Izadpanah and Alavi (2016) who suggested that the production of smart phones has brought
about great modification in the higher education landscape, and ubiquitous communication
devices are generally used not only by students, but also by faculty and administrators as
well. The researchers highlighted that while some students make use of their smart phones for
texting during class sessions, other use them during examinations, and most faculty and
students report the use of cell phones as a major interruption in classroom. Students are
generally not capable of multitasking; hence those engaging in the use of these devices
typically have lower grades. However, at time students are also instructed by professor to
utilise their laptops or mobiles for conducting research on relevant information about the
class lectures, and this helps in keeping them updated about the contemporary events
occurring all across the globe. Not only does the uses of such device help students to take
pictures of the information shared by professors, but also helps them to solve mathematical
problems. Hence, findings of this study suggested that the challenge to utilise new technology
in order to improve the learning experiences of the students is stimulating and intimidating at
the same time.
Contemporary advancements in the domain of computer technology have resulted in
an increase in interest in the learning process. The researchers Carter, Greenberg and Walker
(2017) were correct in recognising that computer technology not only provides access to huge
information, but also helps the students to make use of the course content, thereby advancing
their learning. With the aim of evaluating the perception of EFL learners about technology

5NURSING
usage in classrooms, they conducted a mixed-method study. On analysing the responses
obtained to open-ended questions and questionnaires from 340 high school students and a
descriptive statistical analysis, it was found that the students normally demonstrated a
positive outlook and attitude towards English learning facilitation, through the use of
computer technology in their classrooms. The students found usage of such device effective
in improving their listening, reading, writing, speaking, communication, grammar, and
vocabulary skills. They strongly agreed on the fact that usage of these devices facilitated
independent learning, when compared to conventional methods of teaching. As much 75%
students also agreed that such devices help them easily identify their mistakes and also
provide them constructive feedback. Responses from roughly 80% students highlighted the
importance of computer skills, thereby helping the researchers conclude that such technology
enables easier and faster learning, and therefore students must be permitted to utilise them in
classroom settings. Not only do such devices improve the reading experience but also
motivate the students and increase their willingness to acquire new information.
Conclusion- To conclude, mobile learning appears to be an amazing aspect of the
educational system, and has several advantages of allowing students to access their learning
materials from any location, on a flexible basis, besides offering them the opportunity to learn
at own pace and search vast extent of information on their subject matter. Nonetheless, an
analysis of the articles discussed in the literature review suggests that majority of the students
are prone to distractions when using laptops or mobiles in their classroom. Not only do these
devices prevent them from paying attention to the lectures that are being delivered by their
educators, but also influences them to multitask, thus decreasing their academic grades. For
this reason, students must not be always allowed to use laptops and/or mobiles in classrooms,
and if given the permission, a close surveillance must be placed on them, in order to prevent
usage in classrooms, they conducted a mixed-method study. On analysing the responses
obtained to open-ended questions and questionnaires from 340 high school students and a
descriptive statistical analysis, it was found that the students normally demonstrated a
positive outlook and attitude towards English learning facilitation, through the use of
computer technology in their classrooms. The students found usage of such device effective
in improving their listening, reading, writing, speaking, communication, grammar, and
vocabulary skills. They strongly agreed on the fact that usage of these devices facilitated
independent learning, when compared to conventional methods of teaching. As much 75%
students also agreed that such devices help them easily identify their mistakes and also
provide them constructive feedback. Responses from roughly 80% students highlighted the
importance of computer skills, thereby helping the researchers conclude that such technology
enables easier and faster learning, and therefore students must be permitted to utilise them in
classroom settings. Not only do such devices improve the reading experience but also
motivate the students and increase their willingness to acquire new information.
Conclusion- To conclude, mobile learning appears to be an amazing aspect of the
educational system, and has several advantages of allowing students to access their learning
materials from any location, on a flexible basis, besides offering them the opportunity to learn
at own pace and search vast extent of information on their subject matter. Nonetheless, an
analysis of the articles discussed in the literature review suggests that majority of the students
are prone to distractions when using laptops or mobiles in their classroom. Not only do these
devices prevent them from paying attention to the lectures that are being delivered by their
educators, but also influences them to multitask, thus decreasing their academic grades. For
this reason, students must not be always allowed to use laptops and/or mobiles in classrooms,
and if given the permission, a close surveillance must be placed on them, in order to prevent

6NURSING
any form of distraction. Future research must focus on impact of tablets and laptops on
cognitive functioning of students such as, reasoning and concentration.
any form of distraction. Future research must focus on impact of tablets and laptops on
cognitive functioning of students such as, reasoning and concentration.
Paraphrase This Document
Need a fresh take? Get an instant paraphrase of this document with our AI Paraphraser

7NURSING
References
Carter, S. P., Greenberg, K., & Walker, M. S. (2017). Should professors ban laptops? How
classroom computer use affects student learning. Education Next, 17(4), 68-75.
Carter, S. P., Greenberg, K., & Walker, M. S. (2017). The impact of computer usage on
academic performance: Evidence from a randomized trial at the United States
Military Academy. Economics of Education Review, 56, 118-132.
Castillo-Manzano, J. I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Díaz, M. T., &
Yñiguez, R. (2017). To take or not to take the laptop or tablet to classes, that is the
question. Computers in Human Behavior, 68, 326-333.
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A
systematic review. Computers & Education, 123, 53-64.
Fraga, L. M., & Flores, B. B. (2018). Mobile learning in higher education. In Handbook of
research on mobile technology, constructivism, and meaningful learning (pp. 123-
146). IGI Global.
Izadpanah, S., & Alavi, M. (2016). The perception of EFL high school students in using of
computer technology in the process of learning: merits and demerits. Advances in
Language and Literary Studies, 7(3), 146-156.
Kaliisa, R., & Picard, M. (2017). A systematic review on mobile learning in higher education:
The African perspective. Turkish Online Journal of Educational Technology-
TOJET, 16(1), 1-18.
McGowan, J., Sampson, M., Salzwedel, D. M., Cogo, E., Foerster, V., & Lefebvre, C.
(2016). PRESS peer review of electronic search strategies: 2015 guideline
statement. Journal of clinical epidemiology, 75, 40-46.
References
Carter, S. P., Greenberg, K., & Walker, M. S. (2017). Should professors ban laptops? How
classroom computer use affects student learning. Education Next, 17(4), 68-75.
Carter, S. P., Greenberg, K., & Walker, M. S. (2017). The impact of computer usage on
academic performance: Evidence from a randomized trial at the United States
Military Academy. Economics of Education Review, 56, 118-132.
Castillo-Manzano, J. I., Castro-Nuño, M., López-Valpuesta, L., Sanz-Díaz, M. T., &
Yñiguez, R. (2017). To take or not to take the laptop or tablet to classes, that is the
question. Computers in Human Behavior, 68, 326-333.
Crompton, H., & Burke, D. (2018). The use of mobile learning in higher education: A
systematic review. Computers & Education, 123, 53-64.
Fraga, L. M., & Flores, B. B. (2018). Mobile learning in higher education. In Handbook of
research on mobile technology, constructivism, and meaningful learning (pp. 123-
146). IGI Global.
Izadpanah, S., & Alavi, M. (2016). The perception of EFL high school students in using of
computer technology in the process of learning: merits and demerits. Advances in
Language and Literary Studies, 7(3), 146-156.
Kaliisa, R., & Picard, M. (2017). A systematic review on mobile learning in higher education:
The African perspective. Turkish Online Journal of Educational Technology-
TOJET, 16(1), 1-18.
McGowan, J., Sampson, M., Salzwedel, D. M., Cogo, E., Foerster, V., & Lefebvre, C.
(2016). PRESS peer review of electronic search strategies: 2015 guideline
statement. Journal of clinical epidemiology, 75, 40-46.

8NURSING
Patterson, R. W., & Patterson, R. M. (2016). The Impact of Laptop Use in the College
Classroom.
Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). Mobile and ubiquitous learning in higher
education settings. A systematic review of empirical studies. Computers in Human
Behavior, 63, 490-501.
Synnott, K. (2018). Smartphones in the Classroom: The Pros and Cons. Available at SSRN
3138884.
Patterson, R. W., & Patterson, R. M. (2016). The Impact of Laptop Use in the College
Classroom.
Pimmer, C., Mateescu, M., & Gröhbiel, U. (2016). Mobile and ubiquitous learning in higher
education settings. A systematic review of empirical studies. Computers in Human
Behavior, 63, 490-501.
Synnott, K. (2018). Smartphones in the Classroom: The Pros and Cons. Available at SSRN
3138884.
1 out of 9
Related Documents
![[object Object]](/_next/image/?url=%2F_next%2Fstatic%2Fmedia%2Flogo.6d15ce61.png&w=640&q=75)
Your All-in-One AI-Powered Toolkit for Academic Success.
+13062052269
info@desklib.com
Available 24*7 on WhatsApp / Email
Unlock your academic potential
© 2024 | Zucol Services PVT LTD | All rights reserved.