Effectiveness of Interactivity for Enhanced Undergraduate Learning

First Year Students ◽

Educational Applications ◽

The Impact ◽

This chapter discusses a two-year project that explored the impact of video-enhanced learning, assessment, and feedback on undergraduate first-year students in higher education. Underpinned by a pragmatist epistemology, and arguing the case for a design-based methodological approach within a theoretical framework embracing the cognitive theory of multimedia learning, the community of inquiry, and the conversational framework, the chapter explores contemporary research into assessment and feedback, uses of technology-enhanced learning to promote inclusivity, and educational applications of asynchronous video.

Screencasting for Mathematics Online Learning

Teaching Mathematics Online ◽

10.4018/978-1-60960-875-0.ch003 ◽

2012 ◽

pp. 43-59 ◽

Cited By ~ 5

Author(s):

Birgit Loch

Keyword(s):

Online Learning ◽

Management System ◽

Good Practice ◽

First Year ◽

Delivery Mode ◽

Face To Face ◽

Course Material ◽

This chapter presents a case study of technology integration to support student learning in a first year operations research course at a dual delivery mode university. The course is taken by on-campus and distance students at the same time. It is shown how both groups are treated the same in this course in terms of provision of course material, access to the course learning management system, and to screencasts of live classes and additional explanations. The only difference between the two groups is the on-campus students’ ability to attend live face-to-face classes and to interact with the lecturer. The chapter demonstrates how screencasting is used effectively in online learning. Its objective is to share good practice of technology enhanced learning.

Reflections on developing Technology-Enhanced Learning through staff-student partnership - a case study of using mobile devices cross-institutionally

The Journal of Educational Innovation Partnership and Change ◽

10.21100/jeipc.v3i1.573 ◽

2017 ◽

Vol 3 (1) ◽

pp. 243 ◽

Cited By ~ 1

Author(s):

Matt Elphick ◽

Stuart Sims

Keyword(s):

Mobile Devices ◽

Learning And Teaching ◽

Pilot Scheme ◽

Integration Of Technology ◽

Student Projects ◽

The University ◽

The Impact ◽

Drawing upon project outputs from seven staff-student partnership projects, this case study explores the impact of a pilot programme to integrate the use of mobile devices into learning and teaching at the University of Winchester. This ‘iPilot’ was designed to give students and staff the opportunity to lead change around the integration of technology into teaching, supported by the Student Fellows Scheme (SFS). We outline the principles behind these partnerships and explore the role that having Student Fellows in a pedagogical leadership position had upon the wider project. This article represents the perspectives of both the co-ordinator of the pilot scheme and the SFS to give a centralised view of a project that was devolved to different programmes. While all of the staff-student projects had a degree of success in furthering the way that mobile devices are used in their respective programmes, many projects veered away from the principles of partnership working which were built into the initial plans for the iPilot. We reflect on barriers encountered in this project and make recommendations based on this experience of how to ensure that the key principles of enhancement are being adhered to, rather than using partnership working in a tokenistic way.

Let’s Get Engaged: The Nexus between Digital Technologies, Engagement and Learning

Education Sciences ◽

10.3390/educsci10120357 ◽

2020 ◽

Vol 10 (12) ◽

pp. 357

Author(s):

Sean Kearney ◽

Julie Maakrun

Keyword(s):

Digital Technologies ◽

Small Scale ◽

Education Students ◽

Improved Learning ◽

The Impact ◽

Enhanced Learning ◽

Teacher Education Students

The nexus between digital technologies, engagement and learning is often cited as being correlational, but is widely misunderstood. Research is clear that engagement can lead to better academic outcomes and improved learning, but less clear about the role of digital technologies in engaging students and the impact of digital technologies on student learning. Recent research suggests that in light of the increase in digital technologies in education that we must recognize the inherent challenges in increased use of digital technologies. In this article a small-scale case study was conducted to ascertain the level of student engagement and distraction during lectures. The study was repeated for two different cohorts of teacher education students to establish consistency of results. The authors sought to determine the level of academic engagement by having students record the number of digital distractions they encountered throughout the lecture. The students self-reported their distractions during a ~100 min lecture. The researchers found consistency between the two cohorts when looking at the number of self-reported distractions per student. The findings suggest that technology was a major distraction and further could be seen, due to the number of distractions, to be causing disengagement. In this article the authors use this case study to start a conversation about the possible perils of digital technologies with regard to engagement and learning and what this means in a future that may be dictated by technology-enhanced learning.

Interactive Self-Assessment Questions within a Virtual Environment

International Journal of E-Adoption ◽

10.4018/jea.2011040101 ◽

2011 ◽

Vol 3 (2) ◽

pp. 1-10 ◽

Cited By ~ 1

Author(s):

Chris Evans ◽

Luis Palacios

Keyword(s):

Undergraduate Students ◽

Content Management ◽

Memory Retention ◽

Self Assessment ◽

Multimedia Design ◽

Different Types ◽

Computer Based ◽

The Impact ◽

Different Levels ◽

Assessment Questions

This study considers the impact that different levels of interactivity have on the memory and understanding. In particular, it focuses in the use of interactive self-assessment questions (ISAQs) as a mechanism to help students learn better. An ISAQ is a computer-based multiple-choice or text-entry question that requires input from the learner, and provides feedback based on that input. This study extends some of Mayer’s (1990) multimedia design principles and considers their applicability in this context. The study also takes into account whether the incorporation of ISAQs has a measurable impact on learning as indicated by their performance in tests. The study considers three different types of ISAQs, designed to engage either memory or understanding, in an effort to determine which one is the most effective. It considers the effect of adding interactivity in the form of memory (retention) and understanding (transfer) self-assessment questions in a learning-object content management system used by undergraduate students at Brunel University in West London, UK. It was predicted that both types of ISAQ would increase the performance of learners in tests but with different degrees. The results indicate that transfer tests have a significant impact on retention.

Adoption of Virtual Technologies for Business, Educational, and Governmental Advancements ◽

Interactive Self-Assessment Questions within a Virtual Environment

10.4018/978-1-4666-2053-7.ch018 ◽

2013 ◽

pp. 218-227

Author(s):

Chris Evans ◽

Luis Palacios

Keyword(s):

Undergraduate Students ◽

Content Management ◽

Learning Object ◽

Memory Retention ◽

Self Assessment ◽

Multimedia Design ◽

Computer Based ◽

The Impact ◽

Different Levels ◽

Assessment Questions

This study considers the impact that different levels of interactivity have on the memory and understanding. In particular, it focuses in the use of interactive self-assessment questions (ISAQs) as a mechanism to help students learn better. An ISAQ is a computer-based multiple-choice or text-entry question that requires input from the learner, and provides feedback based on that input. This study extends some of Mayer’s (1990) multimedia design principles and considers their applicability in this context. The study also takes into account whether the incorporation of ISAQs has a measurable impact on learning as indicated by their performance in tests. The study considers three different types of ISAQs, designed to engage either memory or understanding, in an effort to determine which one is the most effective. It considers the effect of adding interactivity in the form of memory (retention) and understanding (transfer) self-assessment questions in a learning-object content management system used by undergraduate students at Brunel University in West London, UK. It was predicted that both types of ISAQ would increase the performance of learners in tests but with different degrees. The results indicate that transfer tests have a significant impact on retention.

Supporting the Adoption of Technology Enhanced Learning by Academics at Universities

Journal of Teaching and Learning with Technology ◽

10.14434/jotlt.v5n1.18985 ◽

2016 ◽

Vol 5 (1) ◽

pp. 59-86

Author(s):

Ann Thanaraj ◽

Steve Williams

Keyword(s):

Large Scale ◽

Best Practice ◽

Academic Leaders ◽

Adoption Of Technology ◽

Study Approach ◽

Service Department ◽

The Impact ◽

This paper makes a number of recommendations to academic leaders and practicing academics on promoting the uptake of technology-enabled learning (TEL) across their institutions and on their programmes. The approach throughout is to privilege the academic voice and to reflect the views of practicing academics and their students. The authors – the heads of an academic department and of a service department - describe their case study approach, primarily covering staff and students in two different universities. The results are analysed in the context of existing change and adoption models. The authors conclude that existing models are inappropriate and posit their own model for the adoption of TEL, described as ‘Policy-led, large-scale, incremental adoption.’ The impact of the study is assessed. The authors acknowledge that there is no single best practice for full adoption of TEL across a university. We contend that this analysis and these recommendations will equip academic leaders and curriculum designers to deliver the benefits of effective adoption of TEL across subject disciplines.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

Online Learning ◽

10.24059/olj.v15i1.186 ◽

2011 ◽

Vol 15 (1) ◽

Cited By ~ 1

Author(s):

Michael L. Fetters ◽

Tova Garcia Duby

Keyword(s):

Faculty Development ◽

Blended Learning ◽

Lessons Learned ◽

Stage Model ◽

Years Of Experience ◽

Development Programs ◽

Curriculum Innovation ◽

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Student use and perception of technology enhanced learning in a mass lecture knowledge-rich domain first year undergraduate module

International Journal of Educational Technology in Higher Education ◽

10.1186/s41239-017-0078-6 ◽

2017 ◽

Vol 14 (1) ◽

Cited By ~ 4

Author(s):

Daniel J. Peart ◽

Penny L. S. Rumbold ◽

Karen M. Keane ◽

Linda Allin

Keyword(s):

First Year ◽

Rich Domain ◽

Socioeconomic Classes of University Students in Pakistan as Predictors of their Personality Traits: A Case Study

ANNALS OF SOCIAL SCIENCES AND PERSPECTIVE ◽

10.52700/assap.v2i2.51 ◽

2021 ◽

Vol 2 (2) ◽

pp. 205-221

Author(s):

Rafaqat Ali ◽

Furrukh Bashir ◽

Rashid Ahmad

Keyword(s):

University Students ◽

Personality Traits ◽

Regression Models ◽

Negative Impact ◽

Positive Impact ◽

Socioeconomic Class ◽

Lower Socioeconomic ◽

Negative Impacts ◽

The Impact

The current study was heading for determining the impact of Pakistani university students’ socioeconomic classes on their personality traits. Demographic and personality questionnaires were filled by available university students online. The stepwise regression technique facilitated to generate regression models to define impacts of different socioeconomic classes on students’ different personality traits. Different regression models highlighted the significant negative impacts of the middle upper socioeconomic class on Agreeableness, Extraversion and Neuroticism personality traits. The lower socioeconomic class was found to have positive impact on only one personality sub-trait self-discipline. Whereas, the upper lower socioeconomic class caused positive impacts on students’ trust sub-trait, Conscientiousness trait and negative impact on excitement seeking sub-trait of personality. The importance of these impacts of socioeconomic classes on different personality traits and the possible implications are discussed with respect to university students’ academic performance and academic behaviour.