scholarly journals Does Size Matter? Instructors’ and Students’ Perceptions of Students’ Use of Technology in the Classroom

10.28945/4411 ◽  
2019 ◽  
Vol 18 ◽  
pp. 379-393 ◽  
Author(s):  
Christine Zaza ◽  
Elena Neiterman
Keyword(s):  
Undergraduate Students ◽  
Technology Use ◽  
Class Size ◽  
Future Research ◽  
Use Of Technology ◽  
Education Industry ◽  
Personal Technology ◽  
Higher Education Industry ◽  
Size Matter ◽  
The Impact

Aim/Purpose: The aim of this study was to explore whether students’ self-initiated personal technology use differ by class size as well as to explore students and instructors’ perspectives on whether students’ technology use in class is a problem. Background: Because class size influences several aspects of student engagement, it is plausible that class size would affect students’ technology behaviours, but, to our knowledge, no study has directly examined class size as a factor in students’ on- and off-task technology use. There is also a paucity of research on how the use of off-task technology affects instructors. Methodology: We surveyed all undergraduate students and faculty in one Faculty at a Canadian university in Fall 2016. A total of 478 students and 36 instructors completed the survey. The survey contained questions about students’ and instructors’ behaviours and attitudes towards the use of technology in class. Quantitative data were analyzed in SPSS and Excel and qualitative excerpts from short-answer questions on the survey were analyzed in NVIVO 8. Contribution: This paper demonstrates that students’ on- and off-task technology use in class is influenced by class-size. It also informs us on the impact students’ technology use has on instructors in the academic classroom. Findings: Student-initiated technology use increased significantly as class size increased. Students and instructors expressed little concern about the impact of class-related technology use on learning and views did not differ significantly between these two groups. Although both students and instructors believed off-task technology use hinders learning, their views differed significantly, with more instructors than students feeling strongly that students’ use of technology in class is a problem. Recommendations for Practitioners: We need to develop guidelines on how to address off-task technology use in class. Recommendation for Researchers: More research is needed to explore how the use of technology in class affects instructors. Impact on Society: Higher education industry needs to consider how to manage the use of off-task technology in class. Future Research: We need to explore further how to mitigate the factors contributing to the off-task technology use in academic classroom.

scholarly journals A Tale of Two Pandemic Semesters: Examining the Longitudinal Impact of COVID-19 on Student Online Learning and Behaviors

2021 ◽  
Vol 2 (3) ◽  
pp. 145-153
Author(s):  
Michael C. Budden ◽  
Connie B. Budden ◽  
David C. Wyld
Keyword(s):  
Online Learning ◽  
Technology Use ◽  
The State ◽  
Future Research ◽  
Longitudinal Impact ◽  
Digital Learning ◽  
Online Technologies ◽  
Use Of Technology ◽  
Look Ahead ◽  
The Impact

In the Spring of 2020, colleges and universities around the world joined primary and secondary education providers and businesses of all types in moving to an online, socially distant environment. Seen as necessary to stem the relentless spread of COVID-19, a deadly contagion, the move dramatically impacted lives, livelihoods and social connections. In the Spring 2020 Semester, six weeks after the State of Louisiana issued a “stay at home” order, resulting in a move to 100% distance delivery of coursework, students at a public university in the state were surveyed for this research project as to the impact of the pandemic on their use of technology, social media, and online learning. Likewise, seven months later, at the end of the Fall 2020 Semester, students at the same university were again surveyed as to the impact of the move to using online technologies for everything from learning to shopping, communications, entertainment and more. Findings related to the use of technology and the impact of digital learning among respondents were investigated and compared between the groups to determine changes in online technology use for learning and more over time during this critical period during the coronavirus pandemic. The article concludes with a look ahead and an examination of areas for future research.

Technology in the Classroom: Teachers’ Technology Choices in Relation to Content Creation and Distribution

10.28945/4201 ◽  
2019 ◽  
Keyword(s):  
Mobile Technology ◽  
Private School ◽  
Technology Use ◽  
Case Study Research ◽  
Educational Experience ◽  
Mobile Technologies ◽  
Future Research ◽  
Content Creation ◽  
Use Of Technology ◽  
Prime Concern

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Teachers are being asked to integrate mobile technologies into their content creation and distribution tasks. This research aims to provide an understanding of teachers taking on this process and whether the use of technology has influenced their content creation and distribution in the classroom. Background: Many claim that the use of technology for content creation and distribution can only enhance and improve the educational experience. However, for teachers it is not simply the integration of technology that is of prime concern. As teachers are ultimately responsible for the success of technology integration, it is essential to understand teachers’ viewpoints and lived technology experiences. Methodology: The Task-Technology Fit (TTF) model was used to guide interpretive case study research. Six teachers were purposively sampled and interviewed from a private school where a digital strategy is already in place. Data was then analysed using directed content analysis in relation to TTF. Contribution: This paper provides an understanding of teachers’ mobile technology choices in relation to content creation and distribution tasks. Findings: Findings indicate that teachers fit technology into their tasks if they perceive the technology has a high level of benefit to the teaching task. In addition, the age of learners and the subject being taught are major influencers. Recommendations for Practitioners: Provides a more nuanced and in-depth understanding of teachers’ technology choices, which is necessary for the technology augmented educational experience of the future. Recommendations for Researchers: Provides an unbiased and theoretically guided view of mobile technology use with content creation and distribution tasks. Impact on Society: Teachers do not appear to use technology as a de facto standard, but specifically select technology which will save them time, reduce costs, and improve the educational experiences of their learners. Future Research: A mixed-method approach, including several diverse schools as well as learners would enrich the findings. Furthermore, consideration of hardware limitations and lack of software features are needed.

scholarly journals Experiencing the community of inquiry framework using asynchronous online role-playing in computer-aided instruction class

2021 ◽  
Author(s):  
Kasiyah Junus ◽  
Harry Budi Santoso ◽  
Mubarik Ahmad
Keyword(s):  
Undergraduate Students ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Role Playing ◽  
Future Research ◽  
Computer Aided Instruction ◽  
Online Discussion Forum ◽  
Computer Aided ◽  
Community Of Inquiry Framework ◽  
The Impact

AbstractThis current study investigates the use of online role-playing, in an online discussion forum, in learning the community of inquiry framework – an area of learning covered in the Computer-Aided Instruction (CAI) course, an elective course for Computer Science undergraduate students at Universitas Indonesia. The participants were divided into different roles. Each group was triggered to discuss the implementation of online collaborative learning. A mixed-methods approach was utilised to analyse the qualitative and quantitative data. The result of content analysis exhibited students implementing all the components of the CoI framework. Teaching presence was the rarest, as students were focused on delivering their ideas. Social presence appeared in almost all messages since it is the easiest, and students can feel the impact immediately. The discussion moved to the integration phase but did not proceed to resolution. This study suggested some recommendations and future research topics.

scholarly journals INSTAPALS: FACILITATING INTERGENERATIONAL CONTACT THROUGH TECHNOLOGY

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S808-S809
Author(s):  
Ashley Lytle ◽  
Nancy Nowacek
Keyword(s):  
Older Adults ◽  
Older Adult ◽  
Undergraduate Students ◽  
Intergenerational Relationships ◽  
Future Research ◽  
Intergroup Contact Theory ◽  
Social Exchanges ◽  
Use Of Technology ◽  
Students Attitudes ◽  
Aging Anxiety

Abstract Using the traditional framework of Pen Pals, Instapals was a project that facilitated 1-to-1 intergenerational relationships through daily exchanges on Instagram for 30 days. Although communication channels have exploded in the past 10 years in large part to social platforms and digital technologies, the diversity of daily social interactions has decreased. More and more, society has become siloed by age, interest, and belief. Building off intergroup contact theory, Instapals was designed to encourage positive intergenerational contact between younger (undergraduate students) and older adults (individuals 65+) and challenge ageist beliefs. Intergenerational social exchanges occurred both on Instagram and during three in-person meetings. Among undergraduate students, attitudes and stereotypes toward older adults and aging were assessed at three timepoints (before meeting their older adult partner, during a mid-point evaluation, and at the end of the project). Quantitative analyses demonstrate a decrease in aging anxiety, a decrease in psychological concerns about the aging process, and a greater endorsement of positive perceptions toward one’s older adult partner. Qualitative analyses of written responses from students (collected before meeting their older adult partner and at the end of the project) revealed that the Instapals project helped students challenge ageist attitudes and stereotypes and was perceived to be a positive experience overall. Implications suggest that positive intergenerational contact can be facilitated and enhanced through the use of technology. Future research should explore whether attitudes, stereotypes, and self-perceptions of aging changed among older adults as well as other technological mechanisms for facilitating intergenerational contact.

Pocket Cartoons

2021 ◽  
pp. 579-595
Author(s):  
Yin Yin Khoo ◽  
Robert Fitzgerald
Keyword(s):  
Undergraduate Students ◽  
Financial Literacy ◽  
Experimental Methodology ◽  
Future Research ◽  
Control Group ◽  
Learning Collaborative ◽  
Economics Students ◽  
Quasi Experimental ◽  
Cartoon Characters ◽  
The Impact

This study examines the impact of using cartoons shared through mobile devices to promote awareness and to aid in the development of financial literacy among Economics students in Malaysia. The study also investigates the use of these ‘mobile cartoons' to develop students' communication skills. The study involved a quasi-experimental methodology investigating the learning outcomes of 91 undergraduate students. Data was acquired through surveys and interviews. The results showed a higher mean for the experimental group (Mobile Learning Collaborative) than the control group (Conventional Collaborative). Future research may focus on the improvement in the design of the intervention with a particular focus on expanding the range of cartoon characters.

Learner-Centered Teaching and the Use of Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Annette Greer ◽  
Vivian W. Mott
Keyword(s):  
Technology Use ◽  
Theoretical Models ◽  
Learning Technologies ◽  
Future Trends ◽  
Teaching With Technology ◽  
Scholarship Of Teaching ◽  
Learner Centered ◽  
Use Of Technology ◽  
The Impact

This article explores the use of various learning technologies as tools for facilitating learner-centered teaching. The article offers another perspective on the scholarship of teaching with technology—through discussion of various theoretical models of learner-centered teaching, the role of technology on the student/instructor relationships, the impact on technology in different educational settings and contexts, and learners’ cultural differences. The article concludes with a brief discussion of future trends, cautions, and speculations related to technology use in learner-centered teaching.

scholarly journals The Impact of Grit on Health Outcomes in College Students

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 455-455
Author(s):  
Amelia Sullivan ◽  
Leigh Neptune ◽  
Kayla Parsons ◽  
Ashley Reynolds ◽  
Carol Byrd-Bredbenner ◽  
...  
Keyword(s):  
Health Outcomes ◽  
Food Insecurity ◽  
Undergraduate Students ◽  
Online Survey ◽  
Future Research ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Experiment Station ◽  
College Undergraduate ◽  
The Impact

Abstract Objectives The objective was to examine the relationship between grit and health outcomes in college undergraduate students. Methods A cross-sectional convenience sample of college undergraduate students completed an online survey assessing Health-Related Quality of Life (HRQOL), the National Cancer Institute Fruit and Vegetable Screener, and the 2-item Hager Food Insecurity Screener. Grit was assessed by generating a mean score using the 8-item short grit scale. Independent t-tests were used to compare health outcomes between students who reported above/below the average grit score of the sample. Chi-square tests were used to examine group differences between grit level and prevalence of food insecurity. Results Participants (N = 655) were 19.8 ± 1.5 years old, mostly female (63%), and white (84%). The average grit score was 3.27 ± 0.54 out of 5. Results indicated that students who were grittier than average (n = 372) reported fewer days/months (d/m) with poor mental health (8.1 ± 8.5 vs. 11.6 ± 9.6, P < 0.001), fewer d/m feeling sad/depressed (6.2 ± 7.7 vs. 9.9 ± 9.3, P < 0.001), more d/m with restful sleep (12.9 ± 9.8 vs. 10.3 ± 8.6, P < 0.001), more d/m feeling very healthy and full of energy (12.6 ± 8.8 vs. 8.4 ± 7.5, P < 0.001), and ate more servings of fruits and vegetables per day (2.4 ± 1.3 vs. 2.1 ± 1.32, P < 0.01). Grittier participants were also less likely to report being food insecure (16.0%) vs. less grittier participants (23.3%), P < 0.05. Conclusions This data indicates that students who were grittier than average reported better HRQOL, consumed a more healthful diet, and were more likely to be food secure. This provides justification for future research to explore grit as a mediating factor that may contribute to better health outcomes, especially in populations particularly susceptible to experiencing poor HRQOL and food insecurity. Funding Sources This project was supported by the USDA National Institute of Food and Agriculture, Hatch project number #ME0022104 through the Maine Agricultural & Forest Experiment Station. NJ Agriculture Experiment Station.

scholarly journals The Use of Videoconferencing in Higher Education

2021 ◽  
Author(s):  
Chandra K. Massner
Keyword(s):  
Higher Education ◽  
Virtual Classroom ◽  
Communication Process ◽  
College Classroom ◽  
Face To Face ◽  
Education Industry ◽  
Technology Tool ◽  
Higher Education Industry ◽  
Effective Use ◽  
The Impact

This chapter will explore the impact of the COVID-19 pandemic on the higher education industry. Specifically, there will be a discussion of the exponential growth of videoconferencing tools for higher education purposes. The effects of the communication technology tool on the college classroom will be explored, including how faculty and students experience the synchronous, virtual classroom. Parts of the communication process and how they differ in face-to-face and videoconference class will be outlined. The concept of Zoom fatigue will be defined and examined, in relation to the communication process. Recommendations for effective use of videoconferencing in the college classroom will be provided.

scholarly journals Older Adults’ Perceptions of ICT: Main Findings from the Technology In Later Life (TILL) Study

Healthcare ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 86 ◽  
Author(s):  
Hannah Ramsden Marston ◽  
Rebecca Genoe ◽  
Shannon Freeman ◽  
Cory Kulczycki ◽  
Charles Musselwhite
Keyword(s):  
Older Adults ◽  
Technology Use ◽  
New Technology ◽  
Intergenerational Relationships ◽  
Later Life ◽  
Initial Study ◽  
Support Network ◽  
Impact Behavior ◽  
Use Of Technology ◽  
The Impact

Technology is entwined in 21st Century society, and within the lives of people across all ages. The Technology In Later Life (TILL) study is the first piece of work contributing to the impact, behavior, and perception of technology use, by adults aged ≥70 years, residing in rural and suburban areas. TILL is an international, multi-centred, multi-methods study investigating and conceptualizing how various technologies impact the lives of older adults; residing in urban and rural locations in the United Kingdom (UK) and Canada. This in-depth study recruited 37 participants via a multi-methods approach. Analysis of the findings ascertained two overarching themes: facilitators of technology use (i.e., sharing of information and feeling secure), and detractors of technology (i.e., feelings of apprehension of use). Proposed recommendations include promotion of technology from a strengths-based perspective focusing on positive opportunities technology to improve health and wellbeing, creating a peer support network to assist with learning of new technology, and the need to examine further how intergenerational relationships may be enhanced through the use of technology. The distinction of these themes narrates to the originality of this initial study and milieu of recruited participants, intersecting across the fields of gerontology, geography, social sciences, and gerontechnology.

scholarly journals Technophobia as emerging risk factor in aging: Investigation on computer anxiety dimension

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Dina Di Giacomo ◽  
Federica Guerra ◽  
Enrico Perilli ◽  
Jessica Ranieri
Keyword(s):  
Risk Factor ◽  
Technology Use ◽  
Computer Anxiety ◽  
Low Frequency ◽  
Digital Native ◽  
Use Of Technology ◽  
Management Of Technology ◽  
Emerging Risk ◽  
Impact Of Technology ◽  
The Impact

Digital innovation changed the daily living impacting Quality of Life of individuals. Our study was focused on adult and elder behavioural approach to the technology. Out study aimed to investigate the impact of technology use in not digital native in order to investigate the behavioural degree of adaptation. An observational study was conducted on adult and old subjects (age range 50–67 years) measuring computer anxiety and technology use ability variables identifying the indexes for technophobia risk in digital living. Not digital native subjects and more older ones appeared being influenced by technophobia features because of feeling themselves as inadequate in the management of technology. Oneway ANOVA and then Bonferroni’s post-hoc analysis showed that non-autonomous (p<0.01), low-frequency (p<0.01), and feelingneed- for-help users (p<0.01) had higher levels of computer anxiety. No significant effect was in gender distribution. Finally, social networking seems related better use of technology and lower anxiety for digital solutions. Our findings highlight technophobia as a possible new risk factor for not digital native because it can affect their daily life through lower adherence to digital solutions; rather than aging successfully, they could develop fragile ageing. More, they seemed inadequate to use the digital solutions for better living in aging.

Sign in / Sign up

Export Citation Format

Share Document