9132IBA - Evidence-Based Decision-Making for Nurse Leaders
Added on 2022-08-20
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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
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
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