Institut für Wirtschaftsinformatik
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Publikation Mobile phones to facilitate connected social learning and work-based practices in marginalized settings. Insights from a research project in rural South Africa(2014) Pimmer, Christoph; Linxen, Sebastian; Chipps, Jennifer; Brysiewicz, Petra; Gröhbiel, Urs; Walters, FionaThis paper outlines the findings of a research project intended to facilitate the learning of health professionals across work-based and formal learning contexts by means of mobile technology. The focus of the educational approach was on the use of digital mobile media, and particularly mobile networking technologies to support social learning practices of professionals, i.e., nurses, in marginalized settings in rural South Africa. The overall project was informed by previous studies from marginalized contexts that pointed to the potential of mobile phones and mobile social networking technologies as a means to facilitate the learners engagement with explicit forms of educational content as well as to allow for their extended participation in professional, work-based communities (Kolko, Rose, & Johnson, 2007; Pimmer, Linxen, & Gröhbiel, 2012; Pimmer, Linxen, Gröhbiel, Jha, & Burg, 2013).04B - Beitrag KonferenzschriftPublikation Arbeitsintegriertes Lernen im Gesundheitswesen. Konzept für ein mobiles Kollaborations- und Lernsystem am Beispiel der ärztlichen Weiterbildung(bwpat Förder-Club e.V., 2009) Pimmer, Christoph; Gröhbiel, Urs01B - Beitrag in Magazin oder ZeitungPublikation Enablers and Barriers to the Organizational Adoption of Sustainable Business Practices(2010) Seidel, Stefan; Recker, Jan; Pimmer, Christoph04B - Beitrag KonferenzschriftPublikation Mobile learning in corporate settings: Results from an expert survey(Peter Lang, 2011) Pimmer, Christoph; Gröhbiel, Urs; Pachler, Norbert; Pimmer, Christoph; Seipold, Judith04A - Beitrag SammelbandPublikation Transdisciplinary Knowledge for Business Transformation. The diverse potential of a global network of experts. 360 degree - the business transformation journal(Handelsblatt Fachmedien, 2011) Uhl, Axel; Pimmer, ChristophArticle translated form OrganisationsEntwicklung 1/2011, 1(1), 21-2901A - Beitrag in wissenschaftlicher ZeitschriftPublikation Mobiles Lernen in der Aus- und Weiterbildung: Potenziale und Herausforderungen(Schweizerischer Verband für Weiterbildung, 2010) Pimmer, Christoph; Nissler, Antje; Gröhbiel, Urs01B - Beitrag in Magazin oder ZeitungPublikation Work-based mobile learning in the health sector: Concept of a mobile learning system exemplified by educational scenarios of junior doctors(2009) Pimmer, ChristophThe following article describes conceptual scenarios where learners are supported virtually in critical situations by mentors with smartphones using image and video technologies. The multimedia materials generated in this way can later be used in followup meetings and training sessions. The concept is exemplified by educational scenarios of junior doctors and analysed against the background of situated learning and cognitive apprenticeship methods.04B - Beitrag KonferenzschriftPublikation Smartphones as multimodal communication devices to facilitate clinical knowledge processes a randomized controlled trial(JMIR Publications, 01.11.2013) Pimmer, Christoph; Mateescu, Magdalena; Zahn, Carmen; Genewein, UrsBackground: Despite the widespread use and advancements of mobile technology that facilitate rich communication modes, there is little evidence demonstrating the value of smartphones for effective interclinician communication and knowledge processes. Objective: The objective of this study was to determine the effects of different synchronous smartphone-based modes of communication, such as (1) speech only, (2) speech and images, and (3) speech, images, and image annotation (guided noticing) on the recall and transfer of visually and verbally represented medical knowledge. Methods: The experiment was conducted from November 2011 to May 2012 at the University Hospital Basel (Switzerland) with 42 medical students in a masters program. All participants analyzed a standardized case (a patient with a subcapital fracture of the fifth metacarpal bone) based on a radiological image, photographs of the hand, and textual descriptions, and were asked to consult a remote surgical specialist via a smartphone. Participants were randomly assigned to 3 experimental conditions/groups. In group 1, the specialist provided verbal explanations (speech only). In group 2, the specialist provided verbal explanations and displayed the radiological image and the photographs to the participants (speech and images). In group 3, the specialist provided verbal explanations, displayed the radiological image and the photographs, and annotated the radiological image by drawing structures/angle elements (speech, images, and image annotation). To assess knowledge recall, participants were asked to write brief summaries of the case (verbally represented knowledge) after the consultation and to re-analyze the diagnostic images (visually represented knowledge). To assess knowledge transfer, participants analyzed a similar case without specialist support. Results: Data analysis by ANOVA found that participants in groups 2 and 3 (images used) evaluated the support provided by the specialist as significantly more positive than group 1, the speech-only group (group 1: mean 4.08, SD 0.90; group 2: mean 4.73, SD 0.59; group 3: mean 4.93, SD 0.25; F2,39=6.76, P=.003; partial 2=0.26, 1=.90). However, significant positive effects on the recall and transfer of visually represented medical knowledge were only observed when the smartphone-based communication involved the combination of speech, images, and image annotation (group 3). There were no significant positive effects on the recall and transfer of visually represented knowledge between group 1 (speech only) and group 2 (speech and images). No significant differences were observed between the groups regarding verbally represented medical knowledge. Conclusions: The results show (1) the value of annotation functions for digital and mobile technology for interclinician communication and medical informatics, and (2) the use of guided noticing (the integration of speech, images, and image annotation) leads to significantly improved knowledge gains for visually represented knowledge. This is particularly valuable in situations involving complex visual subject matters, typical in clinical practice.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Mobile Learning in corporate settings. Results from an Expert Survey(2008) Pimmer, Christoph; Gröhbiel, Urs04B - Beitrag KonferenzschriftPublikation Informal mobile learning in nurse education and practice in remote areas. A case study from rural South Africa(Elsevier, 2014) Pimmer, Christoph; Brysiewicz, Petra; Walters, Fiona; Linxen, SebastianBackground: With the proliferation of portable digital technology, mobile learning is becoming increasingly popular in nursing education and practice. Most of the research in this field has been concentrated on small-scale projects in high income countries. Very little is known about the ways in which nurses and midwives use mobile technology in remote and resource poor areas in informal learning contexts in low and middle income countries. Objectives: To address this gap, this study investigates whether nurses use mobile phones as effective educational tools in marginalized and remote areas, and if so, how and why. Setting and Methods: In rural South Africa, 16 nurses who attended an advanced midwifery education program, facilitators and clinical managers were interviewed about their use of digital mobile technology for learning. Techniques of qualitative content analysis were used to examine the data.01A - Beitrag in wissenschaftlicher Zeitschrift