The influence of the use of technology on student outcomes in a blended learning context

Pérez, María Victoria López; Pérez-López, María Carmen; Ariza, Lázaro Rodríguez; Argente-Linares, Eva

doi:10.1007/s11423-013-9303-8

Cited by 48 publications

(29 citation statements)

References 30 publications

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“…Positive effects can be found in the levels of learning and in the results obtained by students (Leung & Lee, 2012;López-Pérez, Pérez-López, Rodríguez-Ariza, & Argente-Linares, 2013;Markovíc & Jovanovíc, 2012;Mohd & Maat, 2013). There are also studies where no incidence of technology has been found on learning outcomes (Wittwer & Senkbeil, 2008) or negative effects when problems of addiction are present that constitute a social problem (Chou, Condron, & Belland, 2005;Kim, LaRose, & Peng, 2009), having as a consequence the decrease of the student's academic performance (Junco & Cotten, 2011;Kubey, Lavin, & Barrows, 2001).…”

Section: Technology and Academic Performancementioning

confidence: 99%

Plagiarism, Internet and Academic Success at the University

Díaz

Duart

Hinojosa-Becerra

2018

J. New Approaches Educ. Res.

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In this work, we determined, the level of incidence of the use of technologies on academic success and the incidence of interaction and experience on the level of plagiarism of university students. A sample of 10,952 students from 31 face-to-face universities in Ecuador was created. Students were classified based on their experience level, level of interaction with teachers and classmates, and the use they do with technology for academic activities. The results showed that the level of experience does not affect academic success, but does have an incidence on plagiarism levels that increase as this experience increases. Plagiarism reaches higher levels when level of experience, family income and hours of connection per day increases. Academic performance depends on the number of hours that students seek information and the number of academic videos they watch. Also, plagiarism tends to decrease as the student makes better use of technology for their academic activities.

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Section: Technology and Academic Performancementioning

confidence: 99%

Plagiarism, Internet and Academic Success at the University

Díaz

Duart

Hinojosa-Becerra

2018

J. New Approaches Educ. Res.

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“…Furthermore, such F2F lectures have remained unchanged leaving learners passive recipients, and online activities have not engaged learners as intended (Arum and Roska 2011;Garrison and Kanuka 2004). Many researchers have critiqued that such a mix achieves neither the tremendous benefit of effective human interaction in the classroom nor the advantages of online systems and technological affordances for individualized pacing and flexible access to learning resources (Huon et al 2007;López-Pérez et al 2013;Lou et al 2006;Orton-Johnson, 2009). The current improper mix of blended learning activities, then, calls for a better blend.…”

Section: Introductionmentioning

confidence: 99%

Development of an instructional design model for flipped learning in higher education

Lee

Lim

Kim

2016

Education Tech Research Dev

212

145

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In response to pedagogical challenges in higher education, blended learning has become a prevalent practice in colleges and universities. Flipped learning (FL) represents a newly emerging form of blended learning, where students individually watch online lectures prior to class and then engage in classroom learning activities interacting with peers and instructors. Although the conceptual framework of FL may be intuitively appealing, its design and implementation involve considerable intricacy. The purpose of this study was to develop a FL design model for higher education that could systematically guide instructors or designers in creating an appropriate blend of individualized online lectures and collaborative face-to-face learning activities. Using an established method for model development research, a theoretically constructed initial model was iteratively improved and underwent internal and external validation through model usability tests, expert review, and field evaluation. The implementation of an algebra class in a Korean university designed by the final model resulted in significant increases in the maturity of mathematical views, quality of reflections, and satisfactions of students. Features of the model are discussed, along with theoretical and practical implications and suggestions for further research.

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“…Engaging middle school classroom curriculum is also crucial because students often become disinterested in their education during the early years of adolescence, resulting in students who are not properly prepared to succeed in high school and beyond (Balfanz & Mac Iver, 2000). The use of technology, such as a mobile application, in educational settings also has positive impacts on students' content knowledge, attitudes towards technology, motivation and task engagement, as well as higher order thinking (Brown, 2007;Eyyam & Yaratan, 2014;Lòpez-Pèrez, Pèrez-Lòpez, Rodrìguez-Ariza, & Argente-Linares, 2013). Likewise, field trips to cultural institutions produce positive effects on visitors, such as higher recall and increased interest in science careers, encouraging disenfranchised learners to identify as scientists, improving critical thinking, and increasing connections to content (Behrendt & Franklin, 2014;Dierking & Falk, 1997;Greene, Kisida, & Bowen, 2014;Naizer, 1993;Rahm & Ash, 2008).…”

Section: Discussionmentioning

confidence: 99%

Development of Curriculum + Community Enterprise for Restoration Science: A Formative Model for Educational Partnerships

Molina¹,

Watson-Currie²,

Birney³

2016

JPR

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(STEM-C) education in urban public middle schools through restoration science; increase knowledge and instructional skill of educators who work in economically disadvantaged neighborhoods; and increase public middle school students' knowledge of and interest in STEM-C. The model consists of five interrelated pillars, to create "wrap around" educational programming for disadvantaged urban students in New York City. The CCERS is an example of a complex partnership built upon formal and informal partnerships between universities, foundations, K-12 institutions, community organizations, and cultural institutions primarily from New York City. While the project will generate scientific research, provide educational resources, and contribute to educational research knowledge, an overarching goal is to create a replicable model applicable to other locations in need of restoration science educational projects.

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The influence of the use of technology on student outcomes in a blended learning context

Cited by 48 publications

References 30 publications

Plagiarism, Internet and Academic Success at the University

Plagiarism, Internet and Academic Success at the University

Development of an instructional design model for flipped learning in higher education

Development of Curriculum + Community Enterprise for Restoration Science: A Formative Model for Educational Partnerships

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