DOI: 10.4018/IJMBL.2019070103 International Journal of Mobile and Blended Learning Volume 11 • Issue 3 • July-September 2019 Copyright © 2019, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. 38 How Biomedical Science Students Use Their Mobile Devices for Learning Sanjay Vasudeva, University of Queensland, Brisbane, Australia Kay Colthorpe, University of Queensland, Brisbane, Australia Hardy Ernst, University of Queensland, Brisbane, Australia Kai Wei Lam, University of Queensland, Brisbane, Australia ABSTRACT Learning occurs in many forms, and learning through mobile devices is becoming increasingly common in higher education. Potentially, there are many ways students may implement mobile learning to enhance learning, and this may be influenced by students’ confidence and preferences. To identify mobile learning behaviours, biomedical students (n=189) were asked in meta-learning assessment tasks to report on self-initiated ways they used mobile devices for learning. Thematic analysis of responses showed students were confident using mobile devices for learning, but students of all confidence levels had similar usage levels. Students most commonly reported using laptops for note-taking, watching lecture recordings, and planning, and using phones for looking up concepts and using applications. This contributed to their self-regulation primarily by aiding students’ keeping of records and information seeking behaviors. Students also implemented many new ways of using devices during semester, demonstrating adaptability. Surprisingly, they rarely reported seeking social assistance via mobile devices. KeywoRDS Adaptability, Biomedical Science, Metacognition of Learning, Mobile Devices, Mobile Learning, Self-Efficacy, Self-Regulated Learning, Technology Acceptance Model, Undergraduate INTRoDUCTIoN Learning occurs in many forms, and learning through handheld mobile devices is becoming increasingly common in higher education (El-Hussein & Cronje, 2010). Mobile learning creates a greater degree of flexibility for the learner as it allows a seamless and ‘anywhere-anytime’ learning experience (Ernst, Harrison, & Griffin, 2013; Mockus, Dawson, Edel-Malizia, Shaffer, An, & Swaggerty 2011). Potentially, there are many alternate ways in which students may implement mobile learning to enhance their learning experiences. However, exactly how students utilise their mobile devices to assist their self-regulated learning formally and informally, the factors which influence the choices regarding mobile device use, and the impact these have on academic achievement remain unclear. Given the increasing focus on utilising mobile devices for course content delivery, identifying why students may or may not adopt mobile technologies and their preferences regarding mobile device use will provide insights that may aid the design of more effective curricula.