Tony Tin

Experiential Learning through Inter-University Collaboration Research Project in Academic Integrity

Inter-university research project for the benefit of undergraduate students is a novel concept since most of the inter-university collaboration occurs only at the graduate level. This report describes an experience in bringing experiential learning in the form of an undergraduate research project to the curriculum. Specifically, this paper describes a creative collaboration between Trinity Western University and University of Waterloo in a software engineering project, which built mobile applications for facilitating academic integrity training to the undergraduate student. Our preliminary research findings reveal that undergraduate students can be helpful and contribute to an inter-university project. This experience report presents the rationale and lessons learned from our inter-university collaboration.

Student Learner Characteristics and Adoption of M-learning: Are We Effectively Supporting Students?

In this chapter, m-learning is identified as a social as well as a technological phenomenon. Several studies (Cheon et al. in Computers & Education 59:1054–1064, 2012; Navarro et al. in IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016; Wang et al. in Computers and Education 59(2):817–827, 2009) contend that numerous factors must be considered when examining the adoption of m-learning by students. Data collected from 309 post-secondary students at a Canadian university who participated in a Mobile Information Literacy (MIL) research study were analyzed to identify specific student adoption factors for m-learning. The student adoption factors that emerged from the data included personal innovativeness of students, ICT literacy, self-management of learning, previous computer experience, ICT anxiety, and confirmation and satisfaction. These factors substantiate the student adoption factors identified by Navarro et al. (IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11(1):33–40, 2016) and Wang et al. (Computers and Education 59(2):817–827, (2009). Recent studies of m-learning (Abu-Al-Aisb & Love in The International Review of Research in Open and Distance Education 14(5):82–107, 2013; Ally and Prieto-Blazquez in Revista de Universidad y Socierdad del Conocimiento (RUSC) 11(1):142–155, 2014) suggest that student learners need to be supported in their adoption of m-learning. The findings of the MIL research study, as well as the academic literature, describe the characteristics needed for adopters of mobile learning and led the authors of this chapter to ask what post-secondary institutions and instructors are doing to support students and whether it is effective. Included are practical tips, strategies, and implications for post-secondary educators using mobile technologies that enhance student learning.