Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning

McKnight, Katherine; O’Malley, Kimberly J.; Ruzic, Roxanne; Horsley, Maria Kelly; Franey, John; Bassett, Katherine

doi:10.1080/15391523.2016.1175856

Cited by 354 publications

(264 citation statements)

References 28 publications

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“…In a VLE, the expectation is that students proactively engage with content. However, to make VLEs more engaging, research has argued for better integration among digital strategies, learning science, and relevant contextual factors (McKnight et al, ).…”

Section: Introductionmentioning

confidence: 99%

Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance

Tsay

Kofinas

Trivedi

et al. 2019

Computer Assisted Learning

103

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Learners in the higher education context who engage with computer‐based gamified learning systems often experience the novelty effect: a pattern of high activity during the gamified system's introduction followed by a drop in activity a few weeks later, once its novelty has worn off. We applied a two‐tiered motivational, online gamified learning system over 2 years to a total number of 333 students. In a mixed methods research design, we used 3‐year worth of longitudinal data (333 students for the treatment group and 175 in the control group) to assess students' engagement and performance in that period. Quantitative results established that students engaged and performed better in the gamified condition vis‐à‐vis the nongamified. Furthermore, students exhibited higher levels of engagement in the second year compared with the first year of the gamified condition. Our qualitative data suggest that students in the second year of the gamified delivery exhibited sustained engagement, overcoming the novelty effect. Thus, our main contribution is in suggesting ways of making the engagement meaningful and useful for the students, thus sustaining their engagement with computer‐based gamified learning systems and overcoming the novelty effect.

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Section: Introductionmentioning

confidence: 99%

Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance

Tsay

Kofinas

Trivedi

et al. 2019

Computer Assisted Learning

103

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“…Support from multiple parties is necessary to ensure that frogVLE can be fully utilized. Teachers' ICT skills and ICT facilities are the major factors influencing the use of frogVLE among teachers in secondary schools [10,11]. However, studies have shown that most teachers have a modest level of knowledge and skill in that they are familiar with application software such as word processing and electronic presentations but not internet and email applications [11][12][13] found that teachers actively use their computers and smart phones in accessing a variety of online information and resources that help them in building their lesson plan and developing their lesson notes for students.…”

Section: Introductionmentioning

confidence: 99%

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Ramli

Saleh

2019

Education Sciences

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The frogVLE application was launched in Malaysia to provide a virtual learning environment in order to produce competitive and relevant students in the 21st century. As science is one of the most important subjects for the development of a nation, the perspective of teachers as policy implementers should be taken into account in ensuring that the desire is achieved. Hence, this study aimed to investigate the level of application of frogVLE in secondary school science teaching in the northern peninsular of Malaysia. This qualitative study involved 50 secondary school science teachers in Perak, Kedah, Penang and Perlis. Each respondent was required to answer a questionnaire which consists of 20 questions. Five teachers were randomly interviewed by the researcher. The data were analyzed descriptively. The analysis results provide a real picture of how the frogVLE application is used in teaching, as well as the issues, challenges and suggestions for improvements in frogVLE while teaching secondary school science subjects. The findings from this study are expected to help the Ministry of Education to develop programs and improve the use of the frogVLE application in teaching science in secondary schools. In conclusion, a virtual learning environment such as the frogVLE application can only be used optimally to help improve science teaching excellence if the relevant issues are solved and supportis received from all parties.

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“…Studies indicate that use of computer technology improves quality of instruction by increasing learner participation and by assisting teachers in the complex task of managing and supporting instructional programs in schools [4] [5]. For instance, with computer technology, teachers can bring events of far distance in time and space into the classroom for lesson discussion.…”

Section: Introductionmentioning

confidence: 99%

Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya

Mwanda¹

2017

IJECS

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Abstract:The purpose of this study was to find out the extent of integration of computer technology into teaching and learning Biology in secondary schools of Rachuonyo South Sub-County, Kenya. The target population consisted of students and biology teachers in the Sub-County. Data was collected by use of questionnaires and an observation check list. From the study, most schools had few computers; teachers had inadequate training on use of computer applications; most teachers did not use computer technology for personal growth and instructional purposes. Inadequate number of computers in the sampled schools was the major challenge facing the integration of computer technology into the instruction process. The study recommends increased accessibility of computers, adequate training on use of computer technology and development of a policy framework to guide on the path to effective computer integration into instruction process.

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Teaching in a Digital Age: How Educators Use Technology to Improve Student Learning

Cited by 354 publications

References 28 publications

Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance

Overcoming the novelty effect in online gamified learning systems: An empirical evaluation of student engagement and performance

FrogVLE Application in Science Teaching in Secondary Schools in North Malaysia: Teachers’ Perspective

Integrating ICT into Teaching and Learning Biology: A Case for Rachuonyo South Sub-County, Kenya

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