Comparison of high-technology active learning and low-technology active learning classrooms

Abstract

Many academic institutions are investing thousands of dollars in technology-based classrooms to market themselves as modern and adapt to the new generation of students for whom technology forms part of their everyday lives. This technology is also believed to provide the added benefit of better knowledge acquisition, improved critical thinking and greater engagement with the material. However, not many studies have examined their effectiveness in comparison with active learning classes that do not employ a lot of technology. An evaluation of a high-technology-based active learning classroom environment and a low-technology-based active learning classroom for the same organizational behaviour and leadership course is presented in this article. Results revealed no significant differences for grades between the two. However, several problems emerged with the high-technology active learning classroom. Examination of the instructors' experiences suggests that a variety of obstacles need to be dealt with if this type of classroom is to be adequately utilized and assessed.

Development and validation of an instrument to measure students’ perceptions of technology-enabled active learning

“…Active learning approaches such as inquiry learning, problem-solving and discussion method and think-pair-share activities offer an opportunity for deeper understanding, thereby allowing students to learn the process of approaching a problem, applying equations and learning from their mistakes through reflection on their learning from different perspectives. Moreover, the prevalence of technology use by students makes a compelling case for faculty to use technologies that enable students to actively construct new knowledge through interactive engagement activities designed to promote conceptual understanding, thinking and reasoning skills (Bhagat & Huang, 2018;Nicol, Owens, Le Coze, MacIntyre, & Eastwood, 2017). Hence, active learning takes place through meaningful activities where a student is able to make connections to previous knowledge and apply this new knowledge to those activities.…”

“…Technology can provide the tools and resources with which to achieve the goals and objectives of promoting students' active learning strategies (Nicol et al, 2017). For example, the use of a simple mobile application (i.e., app) to write mathematical expressions, draw a diagram or post questions in class, can not only enhance communication and dialogue, but also support student collaboration through textual dialogue, discussion and debate, thereby giving students the flexibility to post problems and receive inputs from their peers and instructors in class.…”

Active Learning Approach to Enhance Engineering Education in Argentina: A Case of Study in Signals and Systems

“…It is essentially a student-centered approach where the student determines his pace and learning style and finds support in his peers (Nicol et al, 2017;Prosser & Trigwell, 2014;Taylor et al, 2012), and where teachers play the role of "guiding and motivating" the student in the process (Nicol et al, 2017;Gilboy et al, 2015). The AL approach may be related to numerous techniques ranging from the traditional resolution of exercises to case studies, learning from experience, learning by "doing", discussion activities or peer learning (Keyser, 2000;Bonwell & Eison, 1991).…”

“…The AL approach may be related to numerous techniques ranging from the traditional resolution of exercises to case studies, learning from experience, learning by "doing", discussion activities or peer learning (Keyser, 2000;Bonwell & Eison, 1991). Technology plays an important role, but it is not essential, so simulations and games are incorporated together with the use of mobile devices and, eventually, classrooms equipped with high technology (Nicol et al, 2017;Carr et al, 2015). Furthermore, it is widely accepted that AL generates more interest in the student than traditional lectures, and it provides flexibility for the development of the course and fosters a tendency towards the acceptance of individual and group challenges (Keyser, 2000;Michael, 2006).…”

“…Certain evaluation instances are performed in a dual fashion, where part of the evaluations is solved in group (under the same mechanism of each class) and part, individually. The group assessment approach fosters collaborative work and, out of class, it defines specific roles, it appeals to collective memory and, above all, to discussion (Nicol et al, 2017).…”