Digital apartheid and the effect of mobile technology during rural fieldwork.
Fourth year occupational therapy students at the University of the Witwatersrand attend a three-week rural fieldwork placement. During this time, they are in a resource-limited environment with limited access to their usual Virtual Learning Environment (VLE) in a blended learning curriculum, thereby...
| Publicado en: | South African Journal of Occupational Therapy Vol. 48; no. 2; pp. 20 - 26 |
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| Autores principales: | , , , |
| Formato: | clinical trial research tables/charts Journal Article |
| Publicado: |
Occupational Therapy Association of South Africa
Aug2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=131163431&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 131163431 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 00382337 25J6 jtl: South African Journal of Occupational Therapy issn: 00382337 maglogo: N pubinfo: dt: Aug2018 vid: 48 iid: 2 pid: 30274 pub: Occupational Therapy Association of South Africa artinfo: ui: 131163431 131163431 131163431 10.17159/2310-3833/2018/vol48no2a4 131163431 ppf: 20 ppct: 6 formats: fmt: @attributes: type: P tig: atl: Digital apartheid and the effect of mobile technology during rural fieldwork. aug: au: Barnard-Ashton, Paula Adams, Fasloen Rothberg, Alan McInerney, Patricia affil: Manager eFundanathi - Learn with Us and Lecturer, School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand sug: subj: Education, Non-Traditional Mobile Applications Fieldwork Rural Areas Human Occupational Therapy Learning Methods Quantitative Studies Pretest-Posttest Design Clinical Trials South Africa Confidence Computer Literacy ab: Fourth year occupational therapy students at the University of the Witwatersrand attend a three-week rural fieldwork placement. During this time, they are in a resource-limited environment with limited access to their usual Virtual Learning Environment (VLE) in a blended learning curriculum, thereby contributing to 'digital apartheid' between students from different socioeconomic backgrounds. This study investigates the effect of mobile technology during rural fieldwork to address 'digital apartheid'. A self-reporting pre-test post-test survey design was used. Students self-evaluated their understanding of fieldwork learning objectives at the start of the year and again midyear. Rural fieldwork marks were collected midyear. The experimental group (n1 = 13) accessed the VLE via the mobile technology, whereas the control group (n0 = 7) did not. Data were analysed for significance and effect size. While there was no significant difference in the student marks (p=0.27), there was a significant effect on self-evaluated knowledge gain for the experimental group's rural fieldwork learning objectives (d=2.02) which was a notably larger effect size than their other fieldwork learning objectives (d=1.36) and that of the control group's learning objectives. The use of mobile technology during rural fieldwork was a successful strategy towards 'digital democracy' by allowing students equal access to access the VLE. pubtype: Academic Journal doctype: clinical trial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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