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 13.8in 1990 to 29in 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).