ArticleBMC medical education2024
Attitudes and perceptions of health schools' students toward mobile learning: a cross-sectional study.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- An innovative approach to medical science education "mobile learning readiness": aspirations and challenges.BMC medical education · 2026Article
- Problem-Based Learning and Case-Based Learning in Clinical Practical Teaching for Gynecology Residents: A Narrative Review.Advances in medical education and practice · 2025Review
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMobile devices are now widely and extensively used by university students. With the rapid advancement in technology, mobile learning has become an important educational model, particularly for health schools' students. This research aims to investigate the attitudes of health schools' students in Jordan towards mobile learning, as well as their perceptions of mobile learning advantages and disadvantages compared to the traditional face-to-face learning model.
methodsA quantitative research design was employed, with data collected through a web-based cross-sectional descriptive questionnaire using Google
resultsAmong the participants, 92.6% reported using smartphones as their primary device for mobile learning, and 98.8% relied on YouTube as their main educational website. Over two-thirds of the surveyed students expressed concerns about feeling isolated during mobile learning. A majority (64.9%) believed that there is a need for developing learning applications with offline accessibility, while 62.3% emphasized the importance of adapting exam platforms to be compatible with all mobile devices. Approximately 63% of the participants felt that mobile learning should complement face-to-face learning. Significant differences (p < 0.05) were found among the different health schools' students regarding the purposes for which they used mobile learning, such as watching educational videos or accessing the university library website. Significant differences (p < 0.05) were also observed between groups concerning the perceived advantages of mobile learning.
conclusionStudents from the health schools at the University of Jordan confirmed that they use mobile devices, primarily smartphones, to support their learning. However, the use of these devices for educational purposes was not highly advanced, with a preference for face-to-face learning methods. The findings of this research will assist policymakers and educators in planning infrastructure and curricula for health education in Jordan, utilizing mobile learning to better meet the needs of an increasing student population.
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