0 / SPK / specialcollections@tulane.edu

This research study investigated the impact of mobile technology on operational success of the hospitality industry SMMEs in South Africa under the prevailing socio-economic conditions.

This research study investigated the impact of mobile technology on operational success of the hospitality industry SMMEs in South Africa under the prevailing socio-economic conditions.

This study examined if using mobile technology-based activities would increase student performance in biological science courses. The study compared two groups of students in lectures and labs. Each group had about 20 students. The mobile group had mobile technology-based activities and the non-mobile group received conventional instruction. The mobile group used links to the website, or a QR Code to access the activities. The non-mobile group had handouts and worksheets over the same content. The research methodology for this study was mixed method. The study was a quasi-experimental design that used instruction method as the independent variable between two groups. The study used formative and summative assessment to compare the performance of the mobile group and non-mobile group in lecture and lab. The student in the mobile group had statistically significantly higher lab exam scores than students in the non-mobile group. Additionally, Students were surveyed about their performance expectancy and effort expectancy using mobile technology for learning, and they were asked about their self-management of learning. Analysis indicated that both groups had similar performance and effort expectancy using mobile technology for learning, but the two groups differed on self-management of learning responses to the survey. Focus groups from the mobile group and the non-mobile group were interviewed about issues related to benefits and challenges encountered learning with mobile technology-based activities.

This thesis explores aesthetization in general and fashion in particular in digital technology design and how we can design digital technology to account for the extended influences of fashion. The thesis applies a combination of methods to explore the new design space at the intersection of fashion and technology. First, it contributes to theoretical understandings of aesthetization and fashion institutionalization that influence digital technology design. We show that there is an unstable aesthetization in mobile design and the increased aesthetization is closely related to the fashion industry. Fashion emerged through shared institutional activities, which are usually in the form of action nets in the design of digital devices. “Tech Fashion” is proposed to interpret such dynamic action nets of institutional arrangements that make digital technology fashionable and desirable. Second, through associative design research, we have designed and developed two prototypes that account for institutionalized fashion values, such as the concept “outfit-centric accessory.” We call for a more extensive collaboration between fashion design and interaction design. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 5: Manuscript.</p>

Rationale: The Cancer Agency Information System (CAIS) is the primary patient record for the British Columbia Cancer Agency (BCCA) but is only accessible on fixed computer workstations. The BCCA clinics have significant space limitations resulting in multiple healthcare providers sharing each workstation. Furthermore, workstations are not available in the patient examination rooms leading to multiple visit interruptions. Given that timely and efficient access to patient electronic records is fundamental in providing optimal patient care, the iPad Mobility Project was launched to introduce and evaluate the effect of mobile technologies and applications in improving access to CAIS and supporting clinicians’ workflow. Methods The project evaluation framework was created in collaboration with the project stakeholders including BCCA clinicians. The framework included pre- and post-implementation questionnaires, pre- and post-implementation observational sessions, and post-implementation semi-structured interviews. Survey questionnaires mainly included standardized scales used to measure user expectations and perceptions before and after information systems implementation. Also, based on Canada Infoway System and Use Survey, the post-implementation questionnaire included questions that measure the mobile system success in terms of information quality, system quality, service quality, user satisfaction, and use measures. The response rate was 84% (n=44) for the baseline survey and 76% (n=52) for the post-implementation survey. Also, baseline and post-implementation observational sessions (n=5, n=6 respectively) were conducted to provide real-time data about the use of the available record keeping systems before and after the mobile system implementation. Post-implementation semi-structured interviews (n=11) were conducted to allow clinicians to reflect on their use of the iPad and VitalHub Chart application. Results: The results showed an overwhelmingly positive attitude to the use of the iPad and the VitalHub Chart application to support clinicians’ mobile workflow through enhanced access to CAIS. Perceived benefits were related to three major categories: information accessibility and inter-professional communication; workflow efficiency and provider productivity, and patient care quality and safety. Conversely, perceived challenges were related to three major categories: software related challenges, hardware related challenges, and network infrastructure-related issues. Furthermore, the results showed that the success of mobile computing technology depends on its ability to support access to patients’ electronic records and other central clinical information systems, on mobile devices and their applications’ ergonomic features, and on end-user participation in mobile computing projects. Implications Mobile computing technologies have the potential to improve data accessibility, communication mechanisms, patient care quality, and workflow efficiency. However, realizing the full potential benefits of mobile computing technologies rely on several factors. Healthcare organizations need to have clear understanding of end users’ needs, expectations, clinical tasks, and workflow. Engaging end-users in mobile computing technologies projects from the early stages of the project is essential to identify the various complex human, organizational, and contextual factors that affect the success of enterprise-wide mobile computing technology projects. Due to their inherent limitations, mobile computing technologies should be considered as complementary to and not as replacement to fixed computer workstations. Also, evaluating mobile technologies and applications usability is essential for both the success and safety of such innovative solutions. / Graduate / 0723 / 0566 / banimelh@uvic.ca

AN ABSTRACT OF THE DISSERTATION OF Jarrah Mohammad Al-Jarrah, for the Doctor of Philosophy degree in Curriculum and Instruction, presented on 03/22/2017, at Southern Illinois University Carbondale. TITLE: ESL TEACHER, STUDENT, AND PARENT PERCEPTIONS OF USING EDUCATIONAL MOBILE APPLICATIONS TO DEVELOP THE LANGUAGE SKILLS OF ESL ELEMENTARY SCHOOL STUDENTS MAJOR PROFESSOR: Dr. John McIntyre The purpose of this mixed-methods sequential explanatory study is to explore the perceptions of ESL teachers, students, and parents regarding the use of educational mobile applications to help ESL elementary school students develop their language skills. It also aims to explore the criteria used by teachers, students, and parents to choose suitable and effective applications for ESL instruction, as well as the barriers that teachers, students, and parents perceive might influence the successful use of such applications to improve ESL elementary school students’ language skills. Quantitative data were collected via surveys taken by a sample of 43 ESL students from 4th to 8th grade and 72 ESL parents from Unity Point Elementary School, Carbondale, Illinois. Later, qualitative data were collected through in-depth interviews from eight ESL students and eight ESL parents from Unity Point and from eight ESL teachers from different schools in Carbondale. Participants reported positive perceptions of using educational mobile applications to develop the language skills of students. However, they identified some obstacles to their effective use, including a general lack of mobile devices and effective applications, a lack of technical support, inadequate professional development, and negative attitudes. In addition, participants identified some criteria for choosing applications. These criteria were organized under four main themes: user feedback and reputation, content and focus, theoretical and pedagogical features, and technological features. This study provides some recommendations for the successful integration of technology in English learning and teaching for overcoming the obstacles that ESL teachers, students, and parents might encounter. Furthermore, identifying the criteria for choosing educational mobile applications could provide a framework for evaluating them, especially those used for learning English. These criteria could be used to help teachers choose appropriate applications to improve their teaching practices and performance and help decision makers assess applications and reflect upon their educational value. They may also be used to inform the design of these applications in a way that supports the effective integration of mobile technology in ESL learning and teaching.

Education and skills training are proven remedies in overcoming poverty and unemployment and creating equitable, prosperous and sustainable economies. The government has recognised the critical role post-school education plays in ensuring South Africa realises Vision 2030 which has set a lofty target of 1.25 million student enrolments in Technical and Vocational Education and Training institutions by 2030. While considerable success has been achieved in enrolment rates, student throughputs at these institutions are weak; on average, only 20% of all students who enter these institutions graduate with a qualification. However, despite all these challenges, there is also reason to be optimistic. The dramatic impact of technology on the world today; how we learn and connect with others and the affordability and accessibility of mobile devices have meant that knowledge acquisition is now available to almost everyone. The purpose of this case study is to explore how mobile technology can be used to enhance the learning experience for students at post-school institutions such as Technical and Vocational Education and Training (TVET) colleges. Research participants are drawn from False Bay College in the Western Cape. These 50 young people ranged in age from 18 to 29 years and are split across two study disciplines; namely, Travel and Tourism, and Hospitality. A qualitative case study is conducted, using an inductive approach in a constructivist paradigm. Different data sources (observations, interviews, and WhatsApp group chats) were used to provide an understanding of how mobile technology made the learning experience richer and more rewarding to participants. Data were analysed using Thematic Analyses. The findings indicate that participants feel positive about the use of mobile technology for learning as well as its contribution to the enrichment of their overall learning experience. The accessibility of the technology used in the study, as well as the accessibility afforded by the technology (access to experts, rewards, support services, and industry information) were considered by participants to be the main contributory reasons for the positive enhancement of their learning. However, factors that detract from the use of mobile technology for learning are also listed. Given the increased focus on improving TVET graduate throughput rates, against a backdrop of cost-cutting and demands for a workforce armed with 21st Century skills, educational leaders need to further explore and better understand how ubiquitous technology, like mobile phones, can be used to enhance learning for students to be better equipped to meaningfully participate in the knowledge economy.

No / The aim of this project was to explore the feasibility and identify the issues of using mobile technologies in the assessment of health and social care students in practice settings. We report here on a case study, which took place between a University department and varied clinical settings where students were on placement. Twenty-nine student midwives and five members of lecturing staff took part in the study and were issued with PocketPCs on which to record assessment documentation including action plans and evidence of achieving performance criteria. Qualitative data were obtained from three focus groups with student midwives and individual interviews with their link lecturers and quantitative data were gathered through short questionnaires to provide simple descriptive statistics. Findings indicated that students preferred the neatness and durability of the PocketPC to the paper based format, which became worn overtime. The ability to add to notes and references as and when appropriate was welcomed. However, anxiety about losing the device or material stored within it proved to be a major constraint. Lecturing staff found that synchronising the device with the University electronic diary system was extremely useful whilst clinical staff approached the change with varying levels of acceptance or dismissal. Introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support.

No / The aim of this project was to explore the feasibility and identify the issues of using mobile technologies in the assessment of health and social care students in practice settings. We report here on a case study, which took place between a University department and varied clinical settings where students were on placement. Twenty-nine student midwives and five members of lecturing staff took part in the study and were issued with PocketPCs on which to record assessment documentation including action plans and evidence of achieving performance criteria. Qualitative data were obtained from three focus groups with student midwives and individual interviews with their link lecturers and quantitative data were gathered through short questionnaires to provide simple descriptive statistics. Findings indicated that students preferred the neatness and durability of the PocketPC to the paper based format, which became worn overtime. The ability to add to notes and references as and when appropriate was welcomed. However, anxiety about losing the device or material stored within it proved to be a major constraint. Lecturing staff found that synchronising the device with the University electronic diary system was extremely useful whilst clinical staff approached the change with varying levels of acceptance or dismissal. Introducing mobile technology into the clinical setting will require a significant shift in culture and a significant level of training and support.