Abstract
This paper shares a practice of encouraging critical analysis in science students by comparing mobile applications and peripherals to traditional tools to record physiological variables such as heart rate and blood pressure. A progressive series of case studies is described with learning outcomes mapped to the benchmark statement for Bioscience from the United Kingdom's Quality Assurance Agency. A student reflection and staff commentary of the practice is also offered.
Original language | English |
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Journal | Journal of Problem Based Learning in Higher Education |
Early online date | 9 Apr 2018 |
DOIs | |
Publication status | E-pub ahead of print - 9 Apr 2018 |
Keywords
- Critical analysis
- mobile technology
- reflection
- formative assessment
- iPad