Teaching statistics by taking advantage of the laptop's ubiquity

Hyden, Paul

doi:10.1002/tl.184

Cited by 17 publications

(6 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Since technology provides a compelling source of interactive tools for academic purposes ranging from taking notes, participation in discussion forums, access to supplementary resources, software and applications and facilitate student-student and student-faculty interactions, it may foster engagement and selfdirected learning (Fried, 2008;Hyden, 2005;Juniu, 2006;Rust, O'Donovan, & Price, 2005;Weaver & Nilson, 2005;White & Robertson, 2014;Williams, Karousou, & Mackness, 2011). Students who use information technology for academic purposes are reported to more likely contribute and participate in active, academic collaboration with other students (Nelson Laird & Kuh, 2005).…”

Section: Introductionmentioning

confidence: 97%

Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations

Rashid

Asghar

2016

Computers in Human Behavior

443

237

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 97%

Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations

Rashid

Asghar

2016

Computers in Human Behavior

443

237

View full text Add to dashboard Cite

“…The aforementioned roles of multimedia software and its accessibility have furnished its result to be used recurrently in the classroom. Although, there 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), and helping students follow lectures via PowerPoint or multimedia (Lauricella & Kay, 2010).…”

Section: Findings and Discussionmentioning

confidence: 99%

Untitled

2014

IAFOR J Educ

View full text Add to dashboard Cite

Germany, where he studied History and Educational Sciences. Following that, he studied Japanese Language at the Humboldt University of Berlin, before staying at the Faculty of Social Sciences of Doshisha University as a "visiting graduate student". Currently, he researches shadow education in Japan, wherefore he recently stayed at the German Institute for Japanese Studies (DIJ Tokyo) as a scholarship fellow.

show abstract

“…First, the predominant method of data collection is the case study (Weaver, 2005;Weaver & Nilson, 2005;Hyden, 2005;Birrenkott, Birtrand & Bolt, 2005;Brown, 2005;Granberg & Witte, 2005;Ohland & Stephan, 2005;Pargas & Weaver, 2005;Stephens, 2005;McVay, Snyder & Graetz, 2005). While this approach offers guidance and advice on best practices for using laptops, the reliability and validity of the data have yet to be confirmed for the general population.…”

Section: Methodological Issuesmentioning

confidence: 99%

“…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

View full text Add to dashboard Cite

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...

show abstract

Teaching statistics by taking advantage of the laptop's ubiquity

Cited by 17 publications

References 0 publications

Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations

Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations

Untitled

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

Contact Info

Product

Resources

About