Engaging the Digitally Engaged Student: Comparing Technology-Mediated Communication Use and Effects on Student Learning

The role of communication technologies in the learning process is both a dynamic and complex issue. Yet, we know surprisingly little about how the use of specific communication technologies may influence classroom performance, key learning outcomes, and other measures of course satisfaction. The research reported here attempts to add to our knowledge about the role of communication in the technology enhanced classroom (TEC) education and in technology-enhanced online (TEO) education through a direct comparison of two courses. Our findings indicate additional support for “The No Significant Difference Phenomenon.” Furthermore, we found that prior experiences lead students to gravitate towards their preferred learning environments, and that basic website elements are required in any learning environment to enhance student outcomes. Finally, we found that when used appropriately, the benefits of communication technology use in education outweigh many of the drawbacks

Web-based active learning and frequent feedback: Engaging first-year university students

Web-based technology is particularly well-suited to promoting active student involvement in the processes of learning. All students enrolled in a first-year educational psychology unit were required to complete ten weekly online quizzes, ten weekly student-generated questions and ten weekly student answers to those questions. Results of an online survey of participating students strongly support the viability and perceived benefits of such an instructional approach. Although students reported that the 30 assessments were useful and reasonable, the most common theme to emerge from the professional reflections of participating lecturers was that the marking of questions and answers was unmanageable

Students\u27 Performance, Satisfaction and Retention in a Hybrid and Traditional Face-To-Face Science Course, Principles of Biology I, in a Community College

Hybrid teaching, comprised of both in-class and online teaching, is rapidly becoming a favorite mode of teaching and learning. Online and hybrid courses on have become more and more appealing to both higher education institutions and the students they serve. In particular, hybrid teaching has an increase appeal to community colleges as they serve a diverse student population with varied academic levels, cultural background, and personal responsibilities. Hybrid courses promotes flexibility in course scheduling options for students and enables institutions to accept more students without worrying about physical classroom space concerns. This study explored and compared students’ learning outcomes, satisfaction, and retentions for students enrolled in a hybrid versus a traditional face-to-face lab science course in an urban community college. The same instructor taught all sections of the course under both delivery modes and the same course syllabi and grading scale were used. The first research question assessed students’ learning outcomes utilizing standard assessment tools such as assignments, laboratory reports, laboratory exams, quizzes, midterm and final exams. No significant differences were observed in scores between the two modes for assignments, laboratory exams, and midterm exams. Traditional face-to-face students scored higher than the hybrid students in laboratory reports and final exams where the students in hybrid mode did better in quizzes than students in face to face. The second research question assessed students’ satisfaction via a questionnaire. Traditional students revealed a positive satisfaction with their course where hybrid students presented more neutral and/or negative satisfaction. The third research question evaluated students’ retention. Data revealed that traditional face-to-face students’ retention was higher than students enrolled in the hybrid sections

Incorporating Online Instruction in Academic Libraries: Getting Ahead of the Curve

A sea change in higher education is shaping the way many libraries deliver instruction to their students and faculty. Years of technological innovation and changes in the way that people discover and use information has made online instruction an essential part of a library\u27s teaching and learning program. In order to evaluate our library\u27s online instruction program and to determine its future goals, we analyzed the technology, pedagogical models, organizational structures, administrative supports, and partnerships we would need in order to succeed. Our findings may be useful for libraries reassessing their own online instruction programs

Effects of YouTube Video as Pre-Lecture Preparation

Classroom lectures convey course concepts more effectively when students have prepared in advance. Traditionally, students prepare for lectures by reading the course textbook. Textbooks are the default study material for most educational courses; however, some technical subjects are better conveyed in video format. Therefore, in this study, we encouraged students to supplement their learning resources with web-based video tutorials that provide detailed demonstrations with the respect to technical network configuration and management. YouTube is a video sharing website that can provide free educational tutorials and instructions on technical subject matter, where students can observe practical human-machine interaction to prepare for lectures and increase overall course performance on exams, assignments, and laboratory projects. Our goal was to compare the overall performance as well as the level of active class participation between two groups of the same computer networking course. We found that the group that used YouTube videos for pre-lecture preparation scored approximately 3% higher on exams but 5% lower on homework assignments than the control group (textbook only). There was no statistical significance between the two groups with respect to overall course grades. Study habits and degree of class participation of each student correlated more strongly with overall course performance than whether the student viewed the videos

Comparing Three Instructional Modes for an Engineering Economy Course

This study compares three instructional modes in an “Engineering Economy” course: online, face-to-face (FtF), and flipped. Engineering Economy is a core course in this study and incorporates students with diverse backgrounds from different engineering majors. To discern the relation between student characteristics and teaching modality, an online questionnaire was designed for each mode and distributed over a two-year period. Data was collected and several statistical analyses were conducted to study the relationship between pedagogical delivery modes and various student-based factors such as gender, age, course load, living distance from campus, computer skills, work status, and first language. Students’ performance, persistence, and knowledge self-evaluation were also compared in different modes. The statistical analyses of data at 95% confidence level show that among all the factors, only the ratio of native English speakers, course load and work category differ significantly in different instructional modes. No statistically significant difference was observed between different modes for other factors

Redesigning Public Speaking: A Case Study in the Use of Instructional Design to Create the Interchange Model

This case study describes the redesign of Public Speaking at a Research I institution. An instructional analysis revealed strengths of and concerns about the existing model--large lecture with small lab sections. Criteria for a new model emerged from that analysis, all of which hinged on an overarching goal: The course should incorporate learning theory and disciplinary theory and should result in student learning, student skill development, and enhanced satisfaction among stakeholders. The Interchange Model, which included some online delivery, was developed to meet identified needs and was fleshed out with course materials and semester plans. The model was piloted and then fully implemented with positive results

Engaging students with learning technologies

Curtin University initiated its eScholar program in 2009 making funds available for academic staff to implement innovative teaching using Curtin’s extensive suite of learning technologies. The program is based on the philosophy of engaging students with learning technologies that support their growing understanding through authentic and assessable activities.This publication presents the research findings of each of the eScholar projects conducted in 2010 and 2011. Each chapter has undergone a process of double-blind review resulting in high quality descriptions of learning using current and emerging technologies. The publication is divided into 6 sections based on these technologies.University teaching and learning is faced with many challenges. A major one is recognising appropriate learning technologies and their use that support ways in which adults learn. Rapid advances in technologies can easily seduce those with limited understanding of adult learning. This publication offers clear directions founded on teacher and learner experiences grounded in real classroom activity

Increasing Student Engagement and Knowledge Retention in an Entry-LevelGeneral Nutrition Course with Technology and Innovative Use of a Graduate-Level Teaching Assistant

Higher student enrollment rates and evolving student expectations are current challenges for many universities. Today’s students expect teaching pedagogy that integrates technology and offers flexibility. Blended course designs provide both of these things because they include both face-to-face and online learning opportunities. Utilizing web-based learning platforms, now offered by many college textbook publishers, can also enhance a student’s online learning experience and performance. This research focuses on a blended-design general education nutrition course offered at Utah State University(USU). Prior to Fall 2015, “Mastering” (Pearson Publishing)was the web-based learning platform being used in this course. A separate study, completed in 2015, assessed the efficacy of Mastery over two consecutive semester periods and concluded that it was ineffective in increasing students’ final letter grade or improving knowledge retention. As a result, Mastering was replaced by anew web-based learning platform, called “Connect” (McGraw Hill Publishing). One of the purposes of this study was to evaluate Connect.Students who used Connect earned higher final grades and showed increased knowledge retention rates at the end of the semester compared to students who had used the old platform (Mastering). When below-average and above-average pre-test score groups were compared, there was no statistical difference between Mastering and Connect on students\u27 knowledge retention rates on a post-test administered 4 months after course completion. We also found that, like Mastering, the knowledge retention rate for students who used Connect increased the most among the students who scored the lowest on an initial assessment of nutrition-related knowledge. One complaint of blended courses that students often report is a feeling of disconnection or decreased engagement. A second part of this research measured self-reported rates of student satisfaction and engagement to determine the effect, if any, of additional technological tools (Google+, for example) and greater interaction and support from a graduate-level teaching assistant(TA). Compared to the class without the additional tools and TA support, final grade, course satisfaction level, and student attendance rate improved in the classes that did incorporate these things. A student engagement survey was given at the beginning and end of the semester to measure the change in the engagement level during the semester. Interestingly, freshman students earned higher final grades than upper classmen and student engagement rates decreased as the semester progressed. Overall, the Connect platform and the additional tools and TA support had desirable effects, including greater student-reported levels of course satisfaction and improved academic performance. Also, it appears that these additional components helped at-risk students the most–especially freshmen students and students who scored low on the pre-test that measured existing nutrition knowledge at the beginning of the course