Encouraging the adoption of education technology for improved student outcomes

Willis, C.; Kestell, Colin; Grainger, Sally; Missingham, Dorothy

doi:10.7158/d12-012.2013.19.2

Cited by 7 publications

(7 citation statements)

References 14 publications

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“…In recent years, the technological advancement has signifi cantly changed the process of education. Use of electronic technology for learning and teaching purposes has been emphasised in universities all over the world (Willis et al, 2013). Several studies investigated the pros and cons of using advanced technology in engineering education (Willis et al, 2013;Maier, 2009).…”

Section: Resultsmentioning

confidence: 99%

“…Use of electronic technology for learning and teaching purposes has been emphasised in universities all over the world (Willis et al, 2013). Several studies investigated the pros and cons of using advanced technology in engineering education (Willis et al, 2013;Maier, 2009). How much and how well a new technology is used was identifi ed as an important issue.…”

Section: Resultsmentioning

confidence: 99%

“…Use of different technologies, if designed properly, can improve student engagement more interactively. Willis et al (2013) proposed a four-step process for the integration of any new technology into the learning environment. Their steps are about knowing the student audience, managing workload, engaging students and evaluating effectiveness.…”

Section: Resultsmentioning

confidence: 99%

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Learning and teaching style assessment for improving project-based learning of engineering students: A case of United Arab Emirates University

Chowdhury

2015

Australasian Journal of Engineering Education

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Learning and teaching style assessment for improving project-based learning of engineering students: A case of United Arab Emirates University

Chowdhury

2015

Australasian Journal of Engineering Education

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“…Some previous studies showed e-learning can achieve similar or better learning outcomes than face-to-face teaching (Anwar, Lindsay, & Sarukkalige, 2011;Park, Kim, Cha, & Nam, 2014;Willis, Kestell, Grainger, & Missingham, 2013). This encouraged the transition to remote delivery.…”

Section: Design Of the Remote Delivery Of The Subjectmentioning

confidence: 98%

Evaluation of H5P interactive videos in enhanced elearning of an environmental engineering course during COVID-19 pandemic

Jiang

Ansari

Sivakumar

et al. 2022

9th Research in Engineering Education Symposium (REES 2021) and 32nd Australasian Association for Engineering Education Confere

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In the autumn session of 2020, COVID-19 outbreak forced the transition of teaching and learning from face-to-face mode into remote delivery in Australian universities. Over this unplanned, unprepared, and rapid move to remote delivery for lecturers and online learning for students, many strategies, designs, and technologies were applied to replace conventional classes, tutorials, laboratory classes, project assignments, and assessments. PURPOSE OR GOALThis study investigated the design, use and impact of videos for lectures, tutorials, and laboratory experiments for a combined undergraduate and postgraduate Environmental Engineering course during the COVID-19 pandemic in 2020. The course was delivered through both face-to-face and online delivery modes, which we employed conventional video recordings and H5P interactive videos to support e-learning on the Moodle platform. APPROACH OR METHODOLOGY/METHODSH5P interactive videos, slides and quizzes were also used to design the pre-lab and recorded lab experiments, as our labs were closed due to social distancing requirements. Students' performance was evaluated through their marks of weekly quizzes; and their engagement was analyzed using Moodle activity logs and anonymous surveys through teacher evaluation and polling in Zoom meetings. ACTUAL OR ANTICIPATED OUTCOMESThe attendance to online Zoom lecture and tutorials ranged from 70-87%. These data collectively demonstrate a high level of student engagement and satisfaction under the COVID-19 impacted teaching and learning environment compared to rate of lecture attendance at traditional lectures. H5P interactive videos helped students to achieve higher marks, compared to conventional videos. Student has watched the video more than once to obtain enough information to write the lab class report. CONCLUSIONS/RECOMMENDATIONS/SUMMARYIt was shown that H5P interactive videos had higher views than conventional videos, which subsequently led to higher marks in weekly quizzes. The tutorials were delivered using Zoom meetings, supplemented with pre-recorded videos which supported students who could not attend the tutorial or for their revisions. The virtual laboratory experiments enabled with H5P provided adequate data and information for students to write their lab reports comparable to the requirements of a real-life lab class. Different approaches of video design and their limitations and improvements are discussed for the future development of e-learning in the post-COVID era.

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“…Information and communication technologies' diffusion into higher education can be found in infrastructural development, equipping lecture theatres with the latest multimedia facilities and establishment of centres for ICT and ICT policy (Willis et al 2013). Moreover, Miller (2017) explained that the United States government supported ICT use in teaching as far back as 1990.…”

Section: Introductionmentioning

confidence: 99%

Information and communication technologies: Use and factors for success amongst academics in private and public universities in Nigeria

Alabi

Mutula

2020

S. Afr. j. inf. manag.

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Background: The higher education sector is making a conscious effort to integrate information and communication technologies (ICTs) into the academe with a view to improving teaching, learning and access to knowledge. Unfortunately, the use of ICTs in teaching by academics in Nigerian universities is far below expectation.Objectives: The aim of this article was to report on a study that examined the underlying factors determining the use of ICTs in teaching by academics in private and public universities in Nigeria by using the unified theory of acceptance and use of technology (UTAUT) as a theoretical lens.Method: A mixed method approach involving the use of questionnaires and semi-structured interviews was adopted for the study. Data were collected from 267 academics in 3 faculties and 10 key informants who were in managerial positions at the University of Ibadan and Covenant University.Results: Regression analyses indicated that only facilitating conditions (FCs) (β = −0.345, t = −3.221, p = 0.002) have significant influence on the use of ICT in teaching at the University of Ibadan. However, both effort expectancy (EE) (β = 0.380, t = 3.116, p = 0.003) and FCs (β = −0.281, t = −2.327, p = 0.023) have significant influence on the use of ICT by academics in Covenant University. The qualitative study explicates these factors: institutional policy, technological infrastructure, simplicity of use, fund and organisational support as success factors for ICT use in teaching. Further findings revealed that age had an effect on EE and FCs amongst academics at the University of Ibadan, but out of all the demographic factors, age emerged as the only variable that had an effect on social influence amongst academics in Covenant University.Conclusion: The study concludes that stakeholders in higher institutions should give adequate attention to these underlying factors: FCs and EE for optimal success of ICT use in teaching. The findings of this study have far-reaching implications for policy makers within the educational environs and intervention strategies on the part of the university stakeholders in supporting ICT use in teaching.

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Encouraging the adoption of education technology for improved student outcomes

Cited by 7 publications

References 14 publications

Learning and teaching style assessment for improving project-based learning of engineering students: A case of United Arab Emirates University

Learning and teaching style assessment for improving project-based learning of engineering students: A case of United Arab Emirates University

Evaluation of H5P interactive videos in enhanced elearning of an environmental engineering course during COVID-19 pandemic

Information and communication technologies: Use and factors for success amongst academics in private and public universities in Nigeria

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