The Relationship Between Mobile Learning, Instructional Delivery, and Student Motivationin a Large Undergraduate Science Class

Greater demands are being placed on higher education institutions, with global gross enrollment ratios rising from 13.8% in 1990 to 29% in 2010 (Varghese, 2013). Simultaneously, instructor accountability in regard to student achievement and learning has risen (Lund & Shanklin, 2011). Science learning at the early undergraduate level provides a challenging context with many complex topics to unpack with the students. Furthermore, enrollment in a single course can often rise into the hundreds with a lack of communication between the instructor and the students (Cotner, Fall, Wick, Walker, & Baepler, 2008).