Students’ use of information and communication technologies in the classroom: Uses, restriction, and integration

Vahedi, Zahra; Zannella, Lesley; Want, Stephen C.

doi:10.1177/1469787419861926

Cited by 45 publications

(29 citation statements)

References 55 publications

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“…Technology is being used for academic administration and student self-service, through applications such as student's life cycle management (Wang et al, 2018), learning management systems, MOOCs, integrated digital-based assessment (Barana et al, 2016) and attendance management system (Ofelia et al, 2017). Online learning and MOOCs were found to reduce the higher education costs for students (Deming et al, 2015) and students were found to have a positive perception towards integrating ICT in the classroom (Vahedi et al, 2019). For HEIs, ICT is found to aid in reducing distance barriers (Agarwal & Mittal, 2018) and reduce paperwork (Pattinson, 2017).…”

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confidence: 99%

Impact of technostress on academic productivity of university students

2020

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There has been increasing interest among researchers to understand the negative effects of technology, in the last two decades. Technostress or stress induced due to technology is extensively reported in the literature, among working professionals. Even though there has been an increased proliferation of digital devices in academia, there is a dearth of studies examining the prevalence of technostress and its impact among students. This study examines the prevalence of technostress among the younger population, in the age group of 18–28 years. Using a sample of 673 Indian private university students, this study cross-validated the technostress instrument. Increased use of technology in higher education has compelled students to complete all their academic work, including assessments, using technology. Technology-enhanced learning applications such as learning management systems, MOOCs and digital exam devices require students to develop ICT skills. The study also investigates the impact of technostress on the academic productivity of students. Findings reveal that the technostress instrument is valid to be used in the academic context, with minor modifications, and students experienced moderate levels of technostress. It was also found that technostress had a negative impact on the academic productivity of students.

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confidence: 99%

Impact of technostress on academic productivity of university students

2020

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“…This study contributes to knowledge of what engages or disengages students or determines students' behaviour and factors supporting or hampering the achievement of learning outcomes. Vahedi et al (2019) proposed that information and communication technology integration can be an effective method of increasing student engagement. More so, the importance of faculty support, guidance and counselling has been emphasised in many studies (Christie, 2016) as crucial factors that contribute to a student's experience positively.…”

Section: Discussion Implication and Conclusionmentioning

confidence: 99%

“…It also found that at the daily level, regardless of students' typical sense of belonging, if they experienced a high sense of belonging on a particular day, their emotional and behavioural engagement on that same day tended to be higher than usual (Gillen-O'Neel, 2019). Although research has explored how in-class pedagogical practices affect student engagement and motivation, questions remain on several elements such as the impact of grading systems on academic motivation (Chamberlin et al, 2018), feedback and how best to provide it to promote learning and the use of information and communication technology integration to increase student engagement (Vahedi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Responsible education: what engages international postgraduate students – evidence from UK

Igwe

Rahman

Ohalehi

et al. 2020

JGR

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Purpose Responsive educational approaches focus on a set of well-designed practices intended to create engaging, social cohesion, better knowledge outcomes and excellent students’ experience. Therefore, this paper aims to engage in the discourse of the intersection of psych-sociology of learning and student’s engagement, connected to the sense of belonging and theory of planned behaviour (TPB). Design/methodology/approach By applying an ethnographic approach and interviews of 45 international students from three UK business schools, it proposes that a sense of “belongingness” is a prerequisite for learning, personal and professional development. Owing to the exploratory nature of the subject, the use of qualitative methodology turned out to be particularly useful. Indeed, the conduct of in-depth semi-structured interviews, participative observation enabled us to access perceptions of students and compare different points of view. Findings The findings indicate that international students measure their experience by “sense of belonging”, integration and engagement on many interrelated and influential factors. English proficiency and employability skills are the major concerns. The kinds of support they received from their faculties and the quality of feedback from tutors are important for international studies integration and sense of belonging. Originality/value The findings of the critical elements of the engagement and experience of international students have both policy and practical implications given the high demand for UK universities by foreign students. Although, this paper is based on findings from UK higher education institutions, the insights are of relevance to many countries such as Australia, Canada, Germany, France and the USA, who have a significant proportion of overseas students.

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“…According to Vahedi et al (2019), there is little research to support different forms of information and communication technology in education and digital literacy has been identified as an important skill that should be implemented as a graduate outcome (Willems et al, 2018). To our knowledge, virtually no studies have concentrated on the integration and analysis of multiple modes of technology within a higher education classroom.…”

Section: Core Ideasmentioning

confidence: 99%

“…These can include the use of applications such as social media and mobile communication systems, mobile classroom response systems, and video technology. Researchers have observed the use of information and communication technology (ICT) as a component of classroom instruction to be beneficial to student learning (Means et al, 2013;Bernard et al, 2014;Vahedi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Utilizing teaching technologies for higher education in a post‐COVID‐19 environment

Koff

2021

Natural Sciences Education

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Higher education can use technology in the classroom to meet students where they are and reduce the digital divide. Recent events with the COVID-19 pandemic forced schools to rely on multiple forms of technology and underlined the priority for its adoption and effective use. Therefore, understanding the options and role that easily accessible applications can play in the on-ground or online classroom is an important research need. This study assessed graduate students' perceptions of five different types of technology that were incorporated in the classroom across six different semesters. These technologies included classroom response systems, a mobile communication app, and Twitter, blogging, and video production assignments. Overall, the majority of students identified positive characteristics of all of the technology used. With respect to learning, almost all students self-identified increases in their learning from the classroom response systems (88%), Twitter discussion (81%), blogging (93%), and video production (90%). The methods used to incorporate this technology can be applied to multiple disciplines with few or no changes, thereby making these options for many instructors interested in engaging students in digital learning environments.

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Students’ use of information and communication technologies in the classroom: Uses, restriction, and integration

Cited by 45 publications

References 55 publications

Impact of technostress on academic productivity of university students

Impact of technostress on academic productivity of university students

Responsible education: what engages international postgraduate students – evidence from UK

Utilizing teaching technologies for higher education in a post‐COVID‐19 environment

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