Our empirical study falls under the domain of tablet computer use in a learning environment for higher education. We investigated various opportunities which employed iPad use in higher education. This included the reading of a syllabus and writing notes in terms of usability and interaction design, and how that can change the way we study today. We also looked into how we can make the current syllabus interactive and innovative based upon the ideas and findings from our study.
The collection of empirical data was conducted in a University involving a team of researchers and students from the geosciences field of study. Our research model is based upon both quantitative and qualitative data collection methods, which involves observation, surveys, interviews, and focus groups. The raw data has been analyzed, compared, and transcribed. Patterns were discovered in the data enabling the drawing of conclusions and discussion about student perceptions, and use of tablets in their essential tasks.
Our findings show how tablets should be integrated in higher education with a digitalized syllabus. It also shows the strength and weakness of tablet technology over pen and paper, and how we can implement those findings to create a new way of interaction with a syllabus where the learning factor is emphasized.