The purpose of the study is to explore the use of a mobile application called Flipboard, which facilitates the curation of digital content into a magazine-like product, to engage students in class discussion and participation in a college course. Research questions include: (1) What were students’ beliefs and attitudes regarding the use of Flipboard in the learning environment? (2) How engaged were students in the activity? (3) How did device choice affect student activity in the Flipboard assignment? A survey revealed that most students found the assignment useful and relevant to their learning and read more articles because the magazine was class-created. Device choice did not affect how many articles students contributed, but those primarily using mobile devices read significantly more articles than those using the computer. Implications and recommendations are shared to practitioners.
Flipboard Higher education Mobile applications Mobile devices Mobile learning Mobile applications Mobile devices Technology acceptance
Caverly, D. C. (2013). Techtalk: mobile learning and literacy development. Journal of Developmental Education, 37(1), 30–31.Google Scholar
Chick, N., & Hassel, H. (2009). Don’t hate me because I’m virtual’: feminist pedagogy in the online classroom. Feminist Teacher, 19(3), 195–215.CrossRefGoogle Scholar
Dahlstrom, E., & Bichsel, J. (2014). ECAR study of undergraduate students and information technology, 2014. Research report. Louisville, CO: ECAR, October 2014. Available from http://www.educause.edu/ecar.
Dallimore, E. J., Hertenstein, J. H., & Platt, M. B. (2010). Using discussion pedagogy to enhance oral and written communication skills. College Teaching, 56(3), 163–172.CrossRefGoogle Scholar
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13, 319–339.CrossRefGoogle Scholar
Gainor, M., Bline, D., & Zheng, X. (2014). Teaching internal control through active learning. Journal of Accounting Education, 32(2), 200–221.CrossRefGoogle Scholar
Green, J., & Green, T. (2014). Techspotting: curating the web. Tech Trends: Linking Research & Practice to Improve Learning, 58(1), 11–12.CrossRefGoogle Scholar
Hannafin, M., & Land, S. (1997). The foundations and assumptions of technology-enhanced student-centered learning environments. Instructional Science, 25, 167–202.CrossRefGoogle Scholar
Johnson, L., Adams Becker, S., Estrada, V., & Freeman, A. (2014). NMC horizon report: 2014 higher (Educationth ed.). Austin: The New Media Consortium.Google Scholar