Learning Strategies and Performance In a Technology Integrated Classroom

Debevec, Kathleen; Shih, Mei-Yau; Kashyap, Vishal

doi:10.1080/15391523.2006.10782461

Cited by 56 publications

(30 citation statements)

References 13 publications

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“…Another reason for having such project in Malaysia because students are growing up in the world of technology, using the Internet to search for information is not strange to them anymore. Students like to see lecturers to develop the teaching materials in presentation software such as Microsoft PowerPoint where the multimedia elements (graphics, animation, sound, video and text) can be used to attract the students' attention [2]. The use of technology in the classroom has not increased much on the learner-centred practices.…”

Section: B Technology In Educationmentioning

confidence: 99%

“…With these new applications and learning platform, students are exposed to a more student-centred learning experience. Reference [2] posited "the use of computer-based technology in college education has dramatically increased to include emerging technology for visual presentation, simulation, accessing course materials and World Wide Web resources, and interactivity".…”

Section: Introductionmentioning

confidence: 99%

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Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module

Yap¹

2016

IJIET

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Section: B Technology In Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module

Yap¹

2016

IJIET

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“…Several studies have identified benefits such as keeping students on task and engaged (Hyden, 2005), or following lectures via PowerPoint or multimedia (Debevec, Shih & Kashyap, 2006). However, other research indicates that using laptops in class can be a disadvantage (Fried, 2008).…”

Section: Overviewmentioning

confidence: 99%

Assessing laptop use in higher education classrooms: The Laptop Effectiveness Scale (LES)

Lauricella

Kay

2010

AJET

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Considerable research has been conducted examining the use of laptops in higher education, however, a reliable and valid scale to assess in-class use of laptops has yet to be developed. The purpose of the following study was to develop and evaluate the Laptop Effectiveness Scale (LES). The scale consisted of four constructs: academic use and three areas of non-academic use (communication, watching movies, playing games). Tested on 177 higher education students, the data generated using the LES showed acceptable internal reliability, construct validity, content and convergent validity. Feedback from students suggested that both academic and non-academic constructs assessed by the LES could be expanded to incorporate a wider range of laptop related behaviour. OverviewThere is extensive debate about the efficacy of laptop computers in the classroom. Several studies have identified benefits such as keeping students on task and engaged (Hyden, 2005), or following lectures via PowerPoint or multimedia (Debevec, Shih & Kashyap, 2006). However, other research indicates that using laptops in class can be a disadvantage (Fried, 2008). For example, in lecture based classes, students have been reported using laptops for social activities such as surfing the web and sending emails (Barkhuus, 2005;Barak, Lipson & Lerman, 2006). To date, no systematic measure of inclass laptop behaviour has been designed for higher education. The purpose of this paper is to introduce and evaluate a scale that can be used to assess the in-class effectiveness of laptops. Laptop use in higher educationA number of themes have emerged regarding the use of laptops in higher education including general use, communication, student attitudes toward learning, student achievement, and distractions. Each of these will be discussed in turn. General useResearchers have examined how students use laptops for learning. For example, Demb, Erickson and Hawkins-Wilding (2004) found that 16% of overall laptop use involved typing papers and notes. Arend's (2004) work showed that out of class work such as writing papers, using software programs, searching the Internet, and completing group projects constituted the bulk of laptop use. McVay, Snyder and Graetz (2005) added that students reported using their laptops an average of five hours per day, with 36% of that time being spent on academic activities. 152Australasian Journal of Educational Technology, 2010, 26(2) Communication Students report that using a laptop to communicate with faculty via email is generally gratifying (Mitra & Steffensmeier, 2000), and that with email, they communicate with faculty more often and more freely (Arend, 2004). Traditional office hours are being replaced with email communication (Dickson & Segars, 1999; Reynolds, 2003), as students can ask brief questions of faculty without having to meet in person. This asynchronous communication allows for greater flexibility for students and faculty, and also provides faculty with an electronic record of student advising and counselling (Par...

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“…Three main types of assignments are distinguished: 1) searching and playing 2) cognitive-searching and 3) cognitive-researching [8].…”

Section: The Consequence Of Pedagogical Conditions For Forming Foreigmentioning

confidence: 99%

Internet Technologies as Pedagogical Condition for Forming Foreign Language Skills of Content Teachers (at Technical University)

Slesarenko¹,

Zabrodina²

2014

Proceedings of the 2014 2nd International Conference on Advances in Social Science, Humanities and Management

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The paper addresses the issue of communicative competence developing using Internet technologies as an important aspect of professional competence for cooperative learning of technical university content teachers. The discussed algorithm is based on five pedagogical conditions for forming foreign language skills of Content Teachers' (at Technical University) by means of modern Internettechnologies.

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Learning Strategies and Performance In a Technology Integrated Classroom

Abstract: This study examines students ' use

Cited by 56 publications

References 13 publications

Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module

Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-Mediated Learning Module

Assessing laptop use in higher education classrooms: The Laptop Effectiveness Scale (LES)

Internet Technologies as Pedagogical Condition for Forming Foreign Language Skills of Content Teachers (at Technical University)

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