Impact on Student Learning

HP Tablet Project


The project team strongly believes this project has the potential to significantly enhance the teaching and learning in classroom. The introduction of HP mobile Tablet PCs has enabled students to visualize and understand the concepts discussed during lecture and apply them in laboratory experiments. It helps them to be more organized in their coursework, improve their note-taking skills, better understanding of course concepts, work collaboratively, and participate in class-wide discussion. The students are more likely to keep records of their learning process (in form of e-portfolio) from the beginning, and steadily work on them, rather than cramming all the work at the end. E-portfolio showcasing quality of their work over the duration of their course will be measure of their self-monitoring and reflection skills.

The project team performed both formative and summative evaluation. Formative evaluation was conducted on regular basis that helped the instructor to improve the course, facilitate course and content adaptation, and identify gaps in the course's instructional plan. Summative evaluation included post-tests, focus groups, class performance, e-portfolios, and attitude surveys.

Student performance data gathered (during previous years) through departmental mid-terms and final exams, class participation and engagement data, as well as student satisfaction surveys formed the baseline measures for project evaluation. The class performance in redesigned courses (treatment group) was compared with traditional classes (control group) from previous years before HP mobile technology was incorporated into redesigned courses. The impact on students' learning/engagement was measured through in-class tests, exams, performance in collaborative activities, student participation in discussion questions, amount of time students use technology, quality of e-portfolio, and laboratory projects. Students' communication skill was measured through memo writing, oral presentations, and graded project reports.

Students involved in the project were surveyed and interviewed to determine the effectiveness of this technology in enhancing their learning experience. Assessment instruments were designed to provide qualitative and quantitative data that will be used to determine the overall effectiveness of mobile technology in redesigned courses. In the first year of the pilot project, assessment was conducted by asking students to rate, using a five-point Likert Scale, the quality of the learning environment and the effectiveness of mobile technology on their learning.

One Year Ago - (i) There was limited interactions between student and instructor and virtually no interaction between students, (ii) students often miss assignment submissions, and (iii) written or verbal feedback was given at a later date, which was usually overlooked by students. This resulted in lower student performance leading to lower rate of passing.

Today - The use of Tablet-PC technology fosters ability to participate in active interactions and collaborative work. Students can share their work instantly and instructor can provide feedback with less latency.

One Year From Now - Using digital ink capability of Tablet-PCs students will keep records of their learning process from the beginning, and steadily work on them, rather than cramming all the work at the end. We anticipate that with use of Tablet-PCs in redesigned courses will result in:

  • Timely completion of course assignments
  • Active participation in class discussions and problem-solving
  • Use of mobile technology in every aspect of teaching and learning
  • Well organized in their coursework
  • Improved interaction in class
  • A significant improvement in student grades in all courses