ABSTRACT
This chapter reviews the findings of studies undertaken in a healthcare science programme that employed flipping. It aims to show how the use of technology creates time and responsive dimensions in science education—a more receptive approach that reflects how students like to learn. The chapter begins to link the electronic to the physical, something that is yet to be addressed in mobile learning research. Mobile technologies have been used in a variety of disciplines within medicine and healthcare science. The chapter presents a selection of the literature regarding how mobile technology is being used in these subject areas. The use of mobile technology for learning across other healthcare disciplines is similar due to the nature of the factual material to be accessed. However, the use of mobile technologies to facilitate the flipped classroom is one area that has been evaluated widely in this setting.
