Faculty and Student Technology Use to Enhance Student Learning

Abstract

Scholarly research has indicated that technology adoption to facilitate blended learning promotes the academic success of many different types of students and improves the quality of existing educational offerings. To understand how technology enhances learning, surveys queried the faculty and students of a statewide community college system. The results indicated widespread technology use among the faculty and students. The faculty survey revealed details of technology tools employed and the motivations for their use or discontinued use. Details regarding faculty use of learning management systems, textbooks, and other media characterized the current technology adoption climate. The student survey collected information about students’ perceptions of how technology influenced their learning, their preferences for specific technology tools, and their student progress. Ninety-three percent of student respondents indicated that technology enhanced their learning. Alignment between the faculty use and student preference for technology tools suggested that students are actively engaged in the technology resources used by faculty to enhance learning. Students described how technology facilitated multimodal learning. They also noted that technology increased communication, access, and inclusion in learning. Successful technology use and integration, accompanied by ongoing scholarly debate and monitoring, has the potential to provide more access, promote learning outcomes, and preserve the investment of technology for the institution. The surveys employed here, when used semi-annually, may provide a low-cost model for technology integration monitoring and evaluation. The responses to the surveys also have the potential to provide technology use and integration data that informs strategic planning processes and institutional learning outcome development.

Revisión sistemática de la literatura sobre integración tecnológica en el aprendizaje en línea

“…De los artículos revisados, tres se enfocaron en analizar las experiencias de los estudiantes y profesores (Adiguzel, 2020;Ali, 2018;Mtebe, 2013). Mientras que siete de ellos se centraron en la evaluación de factores psicológicos que intervenían en la modalidad y aprendizaje en línea (Almendingen, 2021;Gaddis, 2020;Haxhiymeri, 2021; Nadiahan, P á g i n a 585 2021; Olmos-Gómez, 2020;Osmani, 2021;Toong, 2021). Un estudio se centró en la medición de la metodología y la percepción de los estudiantes (Buch, 2017), a su vez otro estudio estuvo enfocado en el aprendizaje autorregulado y aprendizaje de las matemáticas (Ishartono, 2022).…”

Adoption of Innovation in a Community College Environment: User Perceptions of Virtual Reality (VR) Technology among Students Studying Emergency Medical Service (EMS)

“…Emerging research provides intriguing insights into the potential of Extended Reality (XR) technologies, including Augmented Reality (AR) and Virtual Reality (VR), in higher education, while simultaneously underscoring the need for further exploration. Recent studies, such as those by Brasca et al (2021) and Gaddis (2020), have shown mixed results regarding the efficacy of XR in educational contexts, pointing to a disparity between the perceived enjoyment and the academic benefits derived from these technologies.…”

“…Educational theories maintain that knowledge is something that is built actively through real-world interactive experiences, not something that is passively absorbed. Students emphasized the benefits of technology for multimodal learning (Gaddis, 2020). This doesn't end with Gen Z.…”