Abstract
This project involved the creation of 20 introductory industrial hygiene and safety video modules specifically for an M-Learning environment. Testing was performed on 9 modules to determine whether this M-Learning content and presentation was as educationally effective as a traditional lecture presentation. Comparison of test scores and key concepts between two groups of college sophomores and juniors was made. The lecture group (n=19) received all course material through classroom presentations, while the video group (n=18) was provided similar content via .mp4 modules delivered via the web (Blackboard). Topics covered included history, legalities, toxicology, airborne hazards, exposure limits, calibration, and sampling methods. There was no significant difference (p<0.05) in mean test scores between the two groups (margin of error = +/− 4%). Analysis of responses to a subset of designated essential concept test questions indicated the lecture group performed higher on these topics. Results showed that given the choice, students had a preference for lecture over the .mp4 format. It is concluded that M-Learning, as designed and presented in this course, can provide an effective alternative to traditional classroom lectures in the applied sciences of industrial hygiene and safety. However, instructor emphasis can greatly influence the learning of key concepts.
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Acknowledgment
The author wishes to thank Ms. Katie Hackett for her work in preparing the references for the introductory section of this work.
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Ryan, T.J. (2010). Assessment & Efficacy of an M-Learning Course in Industrial Hygiene and Occupational Safety. In: Iskander, M., Kapila, V., Karim, M. (eds) Technological Developments in Education and Automation. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3656-8_17
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