Are We Using Technology for Learning?
Journal of Educational Technology Systems Volume 34, Number 4, ISSN 0047-2395
This study investigated the role that computer technology plays in transforming the learning process in higher education. Specifically, we looked at the relationship between computer-technology use, active learning, and perceived course effectiveness. The sample consisted of 1966 students in 81 graduate and undergraduate classes at a large, urban university. The survey categories were: 1) learner preferences; 2) course structure; 3) active learning; 4) time on task; 5) learning with technology; 6) perceived effectiveness of computer use; 7) context of computer use; and 8) overall perceived course effectiveness. Results suggest that there is a relationship between computer technology, active learning, and perceived course effectiveness. Students who use computer technology a lot appear to benefit the most from active learning. (Contains 7 tables and 1 figure.)
Lowerison, G., Sclater, J., Schmid, R.F. & Abrami, P.C. (2006). Are We Using Technology for Learning?. Journal of Educational Technology Systems, 34(4), 401-425.
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Perceptions of Technology Use and Course Effectiveness in the Age of Web 2.0 : A Large-Scale Survey of Québec University Students and Instructors
Vivek Venkatesh & Jihan Rabah, Concordia University, Canada; Magda Fusaro & Annie Couture, Université du Québec à Montréal, Canada; Wynnpaul Varela & Kristopher Alexander, Concordia University, Canada
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What Do the Participants Gain from Exposure to Technology Enabled Active Learning (TEAL): A High School Case Study
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Robert Bowe, National-Louis University, United States
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Gretchen Lowerison & Richard F Schmid, Concordia University, Canada
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