1. Leeds University Business School
An investigation of student use of tablet devices in
International Business higher education
Report from a pilot project at Leeds University Business School
Mobile Learning Network
Leeds, 19th June 2012
Nicolas Forsans
Associate Professor in International Strategic Management
Centre for International Business, University of Leeds (CIBUL)

2. Aims
• Context for the trial
• Process outline
• Findings
• What we learnt
• Q&A

3. Context for the trial
• “[The mobile is] an object that, in the space of a decade has become as essential to human
functioning as a pair of shoes” The Economist.
– 90% of the world population have wireless ICT coverage
– 4 billion active mobile data users worldwide
– Smartphones sub £100 and targeted at sub $50 (Gartner, 2012)
• From feature phones to smartphones and powerful mobile solutions with extraordinary
capabilities
• Environmental concerns
• Cost and logistics of producing handouts and carrying them across campus
• No flexibility
• The fear of being left behind

4. The trial
• MSc International Business
• 15 self-selected students – diverse nationalities and tech awareness
• January to May 2012
• Tablet devices
• iPads
• Android tablets
• Evolution - not revolution
• A learning process

5. Project aims
• Assess whether tablets improve the student learning experience
– In formal sessions?
– Around formal sessions?
– How?
• Assess which tablets suit what tasks in a typical semester
– Size
– OS
– Keyboard
• Assess whether tablets can replace pen and paper and explore user resistance
• Assess what learning activity could be supported by tablets
• Identify training and support needs

6. Pepperdine University study
• 75 percent of all students said that the
iPad was very helpful or slightly helpful
for sharing information with others in
class
• "What is special about the iPad in
education in relation to changes in
technology? The simple answer to this
question is that the iPad can do
everything. It is not just a clicker or an
e-reader. The iPad has the capacity to
be a communication, productivity, and
gaming device all in one convenient,
mobile platform”
• “The iPad does not have a purpose
until a lecturer gives it one”

7. Where’s the innovation?

8. Devices
• not the first tablet around, but the
thinnest, (probably) sexiest, (definitely)
best selling tablet to-date
• supported by an ecosystem of apps and
accessories
• Apple has made the competition
irrelevant (until now, that is)
• Should we believe the hype and follow
the crowds?

9. Devices

10. Getting started
• iTunes account credit
• Tasks to perform every fortnight
• Data collection
• Blog contribution

11. Getting started

12. Getting started

13. Data Collection
Blo
g
http://ipadsontrial.wordpress.com
Survey
s
Focus groups / project
meeting

14. Key findings
• Not ‘plug and play’ – there is a learning curve and support is key
• More for effective use of apps than for the actual use of the device
• Increased user engagement with the device
• Within formal lectures / seminars
• Outside
• iPad preferred to Android
Leeds University Business School

15. Use in class
• During lectures and seminars
– Reading materials
– Note taking, including editing of pdf version of handouts
– Lookup facts, extend information and knowledge
– Use apps (web, calculator etc)
– VLE access
• User engagement
• Need for support in terms of
• app-specific training
• appropriate content
• suitable infrastructure

16. Outside of classes
• Prepare for classes, extend classes
• Access VLE
• Associated reading • Web browsing
• Blog - read and post
– ‘Martini’ learning a key sell • Twitter
– Portability and quick access • Note taking
– Display – quite simply, fantastic • Group work preparation
– Battery life – unbeaten! • Reading notes and texts
• Skype conversations
• Email access
• Social media access
• RSS feed monitoring
• Calculator etc
• TED talks and YouTube videos
• Dropbox
• ebooks
• Newspapers and infotainment

17. iOS vs. android
• More usage • Less usage
• More reliable • Less reliable
• Better display – both bigger and sharper • Varied display qualities and sizes
• Apple centric - / + • More devices + / -
• Fragmentation -
• Lower cost (?)

18. Lessons we’ve learnt
• Users were pretty independent
• Devices were intuitive
• Need an ecosystem of apps and ways of
accessing information
• Need to support the use of key apps, which will
require training to get fastest and most effective
engagement and use
• No theft, no breakage
• It works well, but need for setting
• a purpose
• new workflows
• Infrastructure

19. Lessons we’ve learnt
• Students like, use and take care of their devices before, during and after classes
• iOS is preferred and used more
• Devices are only useful within an ecosystem where they have been given a purpose
• Training and support are required but this is co-produced not dictated
• Individual preferences are reflected in use and tools for use
• not a one-size-fits-all
• New workflows
• Support infrastructure in the longer term
• Paper-less is probably unattainable. Less paper is more like the goal
• Change will have to be at a system level to really change the experience…..

20. Moving forward
• Devices are only useful within an ecosystem where they have been given a purpose
• An attempt to integrate iPads into the curriculum
• through identification of learning activities that can be better facilitated through iPads
• provision of general, and app-specific training (hands-on and through iBooks) to facilitate new
workflows
• Individual preferences are reflected in use and tools for use
• “Sharing space” for tips and experiments
• Support infrastructure in the longer term
• LUBS wifi to be upgraded summer 2012
• Paper-less is probably unattainable. Less paper is more like the goal
• Module material to be produced in digital form only (pdf, iBooks, ebooks, etc.)
• Handout uploaded on the VLE in advance of the session
• Change will have to be at a system level to really change the experience…..
• MSc International Business and IB Division “guinea pigs”; significant investment in identifying, developing
and sharing of best practices

21. Thanks
• Julia Clarke
• LUBS Pro-Dean, Student Education
• Cath Wilkinson
• LUBS Blended Learning officer