Evaluating the sustainability of tablet devices in blended learning

Abstract

Blended approaches to teaching and learning and higher education often demand the provision of substantial investments in professional development, curriculum change and technological resources. Given the intense effort required for successful courses, focus has turned increasingly on the sustainability of blended learning in higher education. In this study, we adopt an argument based approach to the sustainable use of tablet computers in a university pathway course. After mapping out the argument with key stakeholders, we conduct a participatory action research project that takes into account observations, interviews and personal reflections. Results of the evaluation point to a 'weak argument' for the continued use of tablet computers that demonstrates their use is not sustainable. We conclude with suggestions to turn to issues of curricular alignment and further adoption of argument based evaluation for educational technology.