Technologically Assisted Instruction and Student Mastery, Motivation, and Matriculation

Abstract

Computer-based teaching methods can improve the transfer of information, increase instructional fonts on conceptual and methodological skills, enhance motiuation, and stimulate the development of expressiw skills. After reviewing a number of studies of computer-basetl abbfications, we rebort a co?~elational studv of psyc.hology studm;;'attitudes and achievement in n technolo' all; enhanced classroom. The results indicated that (a) stwhts rated the computer-based instructional compunenrs positively, (b) those with weak academic backgrounds who consistently used the technology achiwed hi&r test scores than weak stdents who did not use du! technology, and (c) shuients who dropped out of college the following semester tended to be low users of technology. We also discuss the implicatias of c w u t e r technoloo for teaching.Advances in computers and information processing are changing the way students study and the way professors teach psychology. Instructors once taught by assigning readings and papers, lecturing. and leading discussions. Now, they can use (e.g., learning, motivation, and matriculation) offer modest support for these new methods (

Evaluating the Effectiveness of a Personal Response System in the Classroom

“…One reason for the positive results might be that we used the clickers as a catalyst to engage the students in a discussion of how their estimates compared to other people's and why people generally answer in this way, instead of using them for testing immediate retention before continuing with lecture or using them for quizzing. The effect of clickers on student performance is greater than in some studies using other active learning exercises in class (DeBord, Aruguete, & Muhlig, 2004;Forsyth & Archer, 1997;Pemberton, Borrego, & Cohen, 2006;Wit, 2003). In other studies, instructors have not dramatically altered the lectures, student attendance was not controlled, and material outside the lectures in which clickers were used was assessed on performance measures (Kennedy & Cutts, 2005;Yourstone et al, 2008).…”

Evaluation of a Web-based introductory psychology course: I. Learning and satisfaction in on-line versus lecture courses

“…As in Forsyth and Archer's (1997) comparison, students rated the computerized components of the course favorably. Our students found the on-line course to be more convenient than a lecture course, they liked having to come to class only once a week, but they were mixed on whether more lectures were needed.…”

“…Forsyth and Archer (1997) reported the use of a technologically enhanced classroom in an introductory psychology course. The course included on-line lecture notes, on-line chapter outlines, a computerized study guide, e-mail connection to the instructor, and multimedia learning exercises.…”

Using Interactive Computer Technology to Enhance Learning

“…Recently, another area of interest has been the use of computer-based techniques to increase participation, interest, and learning outcomes. Technology-assisted instruction tends to be associated with increased student motivation, enjoyment, learning, and development (Forsyth & Archer, 1997); however, learning outcomes are not always superior in technologically assisted classes (DeBord, Aruguete, & Muhlig, 2004). Thus, although computer-assisted instruction appears to be associated with positive outcomes in general, the research in this area is inconclusive.…”