ELI 2017 Mobile Presentation

Elevate Student Engagement beyond the Learning Experience through Mobile Technology

Tuesday, February 14 | 1:45pm – 2:30pm ET | Fort Bend
Successful methodologies coupled with learning technology can be implemented across an institution to mitigate the challenges of increasing enrollment and declining retention rates, while elevating personal student communication and engagement. Hundreds of institutions across the country have partnered with Modo Labs to tackle these common challenges while focusing on developing a sense of community for their on-campus or online students through a unified, unique mobile experience. Join us to explore the initial vision, development, and rollout of an institutional mobile strategy. Walk away understanding how to engage your students with the information they need to succeed in real time on their mobile device.

Learn how to increase retention and engagement through personalized mobile communication and engagement strategies that every department can implement * Plan in advance the communication of the right content at the right time that your students need on the go, when they need it * Develop tactics for your institutional mobile strategy that will help develop a sense of community for all students

Download the slides:


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Posted in Mobile Presentations, Mobile Research

2016 UCF Mobile & eTextbook Survey Report

2016 Survey

Click Image to Download Report

To appreciate the landscape of this emerging technology on campus, a comparative study on adoption of mobile learning and eTextbooks at the University of Central Florida (UCF) is being conducted.

In 2012, UCF’s Center for Distributed Learning (CDL) distributed the first survey to students. The 2012 survey report can be downloaded at: http://mobile.cdl.ucf.edu/?p=60. A follow-up survey was distributed in Spring 2014. The 2014 survey report can be downloaded at: http://mobile.cdl.ucf.edu/?p=672.

This report will share the results from the most recent survey that was conducted in Spring 2016. The survey includes both closed and open-ended questions which are based on existing research and surveys previously distributed by the university. It was structured in two main categories: mobile learning (devices and apps) and eTextbooks. Topics include device ownership, access, and beliefs towards the technologies concerning areas such as learning, sense of community, and engagement. Student responses to this survey will allow us to gauge a baseline for usage and beliefs at UCF, compare the results with the 2012 and 2014 surveys, and shape the next course of action.

Key findings of this report include:

  • Ownership of mobile devices is high and continues to increase among students.
  • Student status, sex and age (18-64) were demographic factors relating to ownership of mobile devices.
  • There is still a large difference between instructors requiring the use of mobile devices in coursework and students reporting the use of mobile devices on their own for learning.
  • Student classification, residence, race, sex, and GPA emerged as demographic factors relating to student-reported use of mobile devices, tablets, and e-book readers for learning purposes.
  • 65% of students (N=1474) indicated that they had used a mobile app for learning at least once each week.
  • Students reported modest instructor support for using mobile apps/devices in coursework.
  • Limited internet connectivity is the top reason students may not want instructors to use mobile apps/devices
  • 66% of students (n=974) reported using an eTextbook at least once in their college studies.
  • Student status, age, and discipline emerged as significant factors for predicting eTextbook usage.
  • Instructors are modestly integrating eTextbooks within courses, with room for improvement.
  • Student preference for print textbooks is not a significant deterrent to eTextbook use.
  • Most students have mixed beliefs about technical skills, study skills, learning effectiveness, engagement, and sense of community with relation to using eTextbooks.
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Posted in Digital Textbooks Publications, Digital Textbooks Research, Mobile Publications, Mobile Research

AECT 2016: Exploring the Use of eTextbooks in Higher Education: A Multi-Year Study

AECT 2016: Exploring the Use of eTextbooks in Higher Education: A Multi-Year Study

Baiyun Chen, University of Central Florida
Aimee deNoyelles, University of Central Florida

Description: Results from the 2016 Mobile/eTextbook survey report are shared and compared against the 2012 and 2014 surveys.


aect-2016-ebook_final (PDF, 330 KB)

Posted in Digital Textbooks Presentations

AECT 2016: Exploring the Use of Mobile Technologies in Higher Education: A Multi-Year Study

Conference: AECT 2016: Exploring the Use of Mobile Technologies in Higher Education: A Multi-Year Study

Baiyun Chen, University of Central Florida
Aimee deNoyelles, University of Central Florida

Description: Results from the 2016 Mobile/eTextbook survey report are shared and compared against the 2012 and 2014 surveys.


aect-2016-mobile_final (PDF, 330 KB)


Posted in Mobile Presentations

U.S. Perceptions of the eText Landscape: Part 3

In the final post of her three part series, Aimee delves deeper into the research conducted at the University of Central Florida (UCF) to better understand the digital landscape on campus. Part one looked at the trends contributing to an underwhelming use of eTextbooks in the US higher education system and part two described Aimee’s professional journey with eTextbooks at UCF.

Posted in Digital Textbooks Publications, Digital Textbooks Research

U.S. Perceptions of the E-Text Landscape, Part 2

I was invited by the University of Manchester to post in their Books Right Here Right Now blog about the U.S. perceptions of the e-text landscape. The first post discussed the general U.S. landscape, and highlights a few exceptional instances.

The second post just came out and details the steps taken at UCF to better understand the digital landscape on our own campus.


Posted in Digital Textbooks Publications, Digital Textbooks Research

Faculty Spotlight: Thomas Brueckner, College of Sciences, UCF

A new page was added to our eTextbook Essentials course, highlighting the experience of Dr. Brueckner with eTextbooks. He was approached by a publisher, and wrote his own digital book.

  • Course: PSC1121, Physical Science, offered face-to-face
  • Enrollment: 579
  • Textbook: Thomas wrote his own eTextbook called Interactions: Introduction to Physical Science, which is published by Kendall Hunt. When students go to buy the book, they receive a flyer in the bookstore, register and download the eReader called Bookshelf to their device, and then enter the access code for the book. It is available through the UCF bookstore for $115, and directly from the publisher for $85.00. Currently, Thomas is writing a new chapter and plans to distribute to his students for free.
  • Devices: The eTextbook is available on computers and mobile devices through the BookShelf app. It can be viewed offline.
  • Communication: Thomas let the students know about the book options on the course home page.
  • Digital Features: Bookshelf lets students subscribe to others’ notes, including those of the instructor. Thomas includes notes next to certain parts of the text to help guide student reading and prepare for upcoming assessments. He thinks that this is a distinct feature of the eTextbook which cannot be experienced in print, as the eTextbook becomes a communication tool.
  • Lessons Learned: Thomas stresses to carefully review the publisher agreement and be clear of the support that will be given during the writing process. It is important to make sure that the publisher can provide adequate support to help. For instance, his book could have benefitted from an editor trained in science, as well as more graphic support. Also, the agreement stated that the royalties would be paid when all of the copies are sold, which is likely two years from now. It is important to negotiate if royalties are desired earlier. It is also important to note that the conflict of interest policies at UCF require that if an instructor requires a self-authored book, then the royalties cannot be kept; they must be donated.
Posted in Faculty Spotlight

U.S. Perceptions of the E-Text Landscape

I was invited by the University of Manchester to post in their Books Right Here Right Now blog about the U.S. perceptions of the e-text landscape. This post discusses the general U.S. landscape, and highlights a few exceptional instances.



Posted in Digital Textbooks Publications

From the Field with Dr. Scott E. Hamm

Dr. Scott Hamm

Dr. Scott Hamm

Scott is the Director of Online Education at Hardin-Simmons University, Abilene, Texas where he directs their online and technology-enhanced learning in addition to teaching in the graduate education program. He teaches the Mobile Learning Mastery series workshop for the Online Learning Consortium and is currently working a grant-funded project, Succeed You that is reimaging developmental math in a mobile context. Prior to coming to HSU, Scott directed the Mobile Learning Research at Abilene Christian University and has directed over 30 research projects and grants. Additionally, he teaches in the Graduate Education program at Abilene Christian University, and develops courses and teaches in the Graduate Educational Technology program for Fresno Pacific University.

In October, Scott received the 2014 OLC Effective Practice Award for his work/research using text-messaging in online and face-to-face classes to increase learning outcomes and engagement.

Scott did his undergraduate work in rehabilitation education at the Pennsylvania State University, graduate work in Religious Education at Abilene Christian University and received Doctorate in Educational Ministry at the Southwestern Baptist Theological Seminary in Ft. Worth, 2006. He is currently a Ph.D. student at Nova Southeastern University in Information Systems.

Name, Affiliation, Role? Scott E. Hamm, Hardin-Simmons University, Abilene, Tx, Director of Online Education.

Are you an Android or iPhone? iPhone

What is your favorite personal app? Starbucks, not per se because of the product, but because of the apps responsiveness to the user. It is always evolving, always responding to mobility, and allows me to use the product easily while mobile. Recent, move to order/pay with app and pick up at store is perfect example.

What is your favorite educational app?

Why is mobile learning so important in education? More important in the ambient process of life, education is a major part of our lives. So important because education is about process and becoming less focused on the ‘product’ (degree) and more on the skills/abilities/artifacts that the educational experience affords. As consumers, we make use of spaces to invest. In education, mobility allows us to invest our time/consumption on our time and environment while also offering new ongoing possibilities for how that happens.

Where do you see mobile learning in 5 years? Part of what excites me is that I have no idea. But, part of me has to imagine. Hmm… One, I think mobile learning will become less a part of our vernacular and we will continue to shift learning to other designates that describe the product of mobile learning on a more granular basis. Location-based, in situ, live, etc.

What excites you the most about mobile devices and apps in education? The market. One, capitalism will ensure it stays robust. Hackers and bait products will ensure the price stays reasonable. This market is nimble and responsive and there isn’t a lag between need and product. And, we can create our own.

What do you think is the greatest barrier for mobile adoption in education? Research on adoption processes demonstrate that there are processes and systemic issues that any new product will need to travel over. However, mobility has been blowing those away, so will be fun to watch. Reality of Android/iOS, infrastructure, and system adoption will dictate the pace. Institutional strategic plan is a huge factor as adoption is typically caught by the end user. Mobility is interesting because it is forcing adoption and flipping the process.

What advice would you have for an instructor unsure of using mobile technologies in the classroom? Stay that way, and replace the uncertainty with inquiry into best practices in pedagogy, further research into the learner, then inquire about tools that can assist you in best serving the learner, outcomes, and your institution while picking on things, experimenting, and using it to engage your students in co-discovery.

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Posted in From the Field

VIDEO: Going Mobile with Webcourses@UCF

A presentation and Q&A regarding the faculty and student use of the Canvas Mobile apps, facilitated by Ryan Seilhamer. Ryan, CDL Instructional Designer, heads Instructure’s Canvas Mobile User’s Group (CMUG).

Posted in Mobile Presentations, UCF Updates