Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes

Abstract

Digital technologies can have positive effects on student learning in higher education.Based on the ICAP framework, they should be particularly effective when teachers use them to encourage student engagement in constructive and interactive as opposed to passive and active learning activities. Using a sample of 381 higher education students, we investigated if student engagement in these activities depends on whether technologies are implemented in class or not, and how engagement in these activities affects learning outcomes. Results indicated that when technologies were implemented in class, students felt encouraged to engage in more constructive, but also in more passive and active activities as compared to when no technologies were used.Furthermore, student engagement in active, constructive, and interactive activities was positively associated with learning outcomes.

Perceived Influence of Digital Technology on Undergraduate Students’ Academics in University of Maiduguri, Borno State, Nigeria

“…It is vital to note that the findings of this study indicated that majority of undergraduate students use their smart phones/computers for assignments/research points to the positive aspects of digital technology among students. Wekerle et al (2020) as well as Reese (2021) agree that digital technology can have positive effects on students' learning in higher education. This study further established that digital technology had significant influence on male and female undergraduate students' academics with females being the most influenced.…”

“…In addition, digital technology makes learning more vivid and engaging. Using a sample of 381 higher education students, Wekerle et al (2020) investigated if student engagement depends on whether technologies are implemented in class or not, and how this affects learning outcomes. Results indicated that when technologies were implemented in class, students felt encouraged to engage in more constructive, but also in more passive and active activities as compared to when no technologies were used.…”

The webcam and student engagement in synchronous online learning: visually or verbally?

“…One can be involved in something without being engaged. Third, it is a necessary next step to investigate under which circumstances visual and/or verbal engagement is beneficial—e.g., do motivational variables, collaboration in the course, or performance results (Giesbers et al, 2013 ; Wekerle et al, 2020 ) make a difference.…”

Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms

“…The This framework postulates that students' learning outcomes and the products of knowledge development are achieved at the highest degree with Interactive behaviors, followed by Constructive, Active, and finally Passive behaviors. Several empirical studies conducted in science or engineering classrooms have shown that students produce the greatest learning outcomes in an Interactive mode, and outcomes decrease systematically from Constructive to Active and Passive modes, as predicted by the ICAP framework (e.g., Chi et al, 2017;Henderson, 2019;Menekse et al, 2013;Morris & Chi, 2020;Wekerle et al, 2020;Wiggins et al, 2017).…”