Student's acceptance of digital educational tools: A case study

Author(s):  
Rabab A. Wahab
Keyword(s):  

2015 ◽  
Author(s):  
Priya Manohar ◽  
Sushil Acharya ◽  
Peter Wu ◽  
Ali Ansari ◽  
Walter Schilling


2014 ◽  
pp. 131-142
Author(s):  
Vito Porcelli ◽  
Fernando Cotino Villa ◽  
Josep Blasco i Senabre ◽  
Vicent Escrivá Torres ◽  
Julian Esteban Chapapría


2021 ◽  
pp. 009862832110230
Author(s):  
Catherine L. Reed ◽  
Emilia Hagen ◽  
Cindy M. Bukach ◽  
Jane W. Couperus

Background: Animations of scientific concepts may improve comprehension by explaining and visualizing the steps of complex processes, but unless they engage student interest in meaningful ways, their effectiveness as teaching tools is limited. We achieve this through a novel approach to animation design that includes the target audience (undergraduates) so that the resultant animations align with their learner characteristics. Objective: This case study investigated whether undergraduate-generated animations were more effective educational tools than informationally equivalent text-and-illustration presentations and whether learners’ background influenced the relative benefits of animations. Method: Incorporating feedback from faculty and undergraduates, we created animations and text-plus-illustration content to explain how neural signals are generated and measured by scalp electrodes. Neuroscience majors and non-majors were presented with either animations or static presentations followed by comprehension and engagement assessments. Results: Both groups showed comprehension and engagement benefits for animations. Although majors showed better overall comprehension, animations improved comprehension for non-majors over static presentations. Conclusion: When educational content is directed for a target audience, animations can be more effective teaching tools for a broader student audience. Teaching Implications: The relevance of online tools for remote instruction makes animations, developed for and by undergraduates, important tools for effectively introducing difficult content.



2021 ◽  
Vol 14 (3) ◽  
Author(s):  
Xiaowen Gao

To mitigate the problems of lack of preparedness and lack of a sense of learning community associated with online learning, this case study illustrates how a range of technologies including online platforms and educational tools may be integrated to assist purposeful engagement with learners for active learning to ensue. This case is based on an undergraduate module delivered virtually to three TNE partner institutions in China. Zoom, Mentimeter and WeChat were adopted to help with cognitive and affective engagement by the students. While this design is focused on online delivery, there is also an important implication for classroom-based teaching in achieving purposeful engagement with students.



2012 ◽  
Vol 22 (5) ◽  
pp. 576-579
Author(s):  
Emily E. Hoover ◽  
Richard P. Marini ◽  
Emily Tepe ◽  
Wesley R. Autio ◽  
Alan R. Biggs ◽  
...  

Researchers have collected a considerable amount of data relating to apple (Malus ×domestica) cultivars and rootstocks over the past 30 years, but much of this information is not easily accessible. The long-term goal of our working group is to increase access to this information using online technology available through eXtension. In eXtension, researchers and extension personnel are developing a community of practice (CoP) to increase the quality and amount of online information for individuals interested in our work [referred to as a community of interest (CoI)]. For this project, our CoI is broadly defined as commercial apple producers, nursery professionals, county extension educators, Extension Master Gardeners, home gardeners, and consumers. Our CoP is developing diverse educational tools, with the goals of increasing productivity, profitability, and sustainability for commercial apple production. Additionally, we will provide other members of our CoI access to research-based, reliable information on the culture of apples. We chose to begin our focus on cultivars and rootstocks adapted to the eastern United States and will add other U.S. regions as our resources and interest in our project grows.



2021 ◽  
Author(s):  
Vira Liubchenko ◽  
Hlib Parkhomenko
Keyword(s):  


2014 ◽  
pp. 131-142
Author(s):  
Vito Porcelli ◽  
Fernando Cotino Villa ◽  
Josep Fiasco I Senabre ◽  
Vicent Escrivd Torres ◽  
Julian Esteban Chapapria


Turyzm ◽  
2020 ◽  
Vol 30 (1) ◽  
pp. 43-52
Author(s):  
Katarzyna Leśniewska-Napierała ◽  
Tomasz Napierała ◽  
Kathleen M.C. Tjørve ◽  
Even Tjørve

The main goal of the paper is to discuss whether a contest, as an educational tool, can develop the creativity of participants when the main goal of the students may be to win. A 24HOURS contest was implemented as a case study. Three methods were used to evaluate the effectiveness of the 24HOURS contest: a written questionnaire, individual in-depth interviews, and an online questionnaire. Results proved that the contest was unsatisfactory in increasing students’ creativity, as they were oriented to win, or to acquire knowledge, rather than to cooperate or interact with representatives of other student teams. The investigation confirmed the tutors’ enabling responsibility for both cooperation and creativity during the contest. However, expectations of tutor engagement caused concern and their role should, therefore, have been more clearly defined. Analysis of the case study presented in this paper can provide pedagogues with insight into the design and implementation of contests as educational tools.



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