Research Note: The Role of Smart Versus Traditional Classrooms on Students’ Engagement

Mendini, Monica; Peter, Paula C.

doi:10.1080/10528008.2018.1532301

Cited by 15 publications

(5 citation statements)

References 26 publications

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“…For instance, numerous studies have reported that TE-ALEs significantly improved students’ cognitive learning compared with counterparts in traditional learning environments (e.g., Blázquez et al., 2019; Parishan, Jafari, & Nosrat, 2011; Welch, 2013). Meanwhile, research has also shown that TE-ALEs do not lead to significant differences in college students’ cognitive learning outcomes (e.g., Baepler, Walker, & Driessen, 2014; Mendini & Peter, 2019; Shieh, Chang, & Liu, 2011). Mixed and unexpected results even exist within studies.…”

Section: Introductionmentioning

confidence: 99%

College Students’ Cognitive Learning Outcomes in Technology-Enabled Active Learning Environments: A Meta-Analysis of the Empirical Literature

Shi

Yang

MacLeod

et al. 2019

Journal of Educational Computing Research

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Technology-enabled active learning environments (TE-ALEs) have attracted considerable research interest, particularly in higher education. However, research shows inconsistent results describing the influence of TE-ALEs toward students’ cognitive learning outcomes. This study was designed to identify high-quality empirical research examining college students’ cognitive learning outcomes and to utilize meta-analysis to determine the overall effectiveness of TE-ALEs. A systematic literature search identified 31 high-quality peer-reviewed journal articles that met the inclusion criteria. Meta-analysis showed that the calculated effect size of TE-ALEs more positively influenced students’ cognitive learning than traditional lecture-based environments. Moderator variable analysis suggested that social context, study design, and sample size were significant factors that influence the effectiveness of TE-ALE. TE-ALEs were found more effective when instructors employed individualized learning contexts as well as when bias was reduced in randomized controlled trials. TE-ALEs were also found to be more effective in small courses rather than in large courses.

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Section: Introductionmentioning

confidence: 99%

College Students’ Cognitive Learning Outcomes in Technology-Enabled Active Learning Environments: A Meta-Analysis of the Empirical Literature

Shi

Yang

MacLeod

et al. 2019

Journal of Educational Computing Research

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“…Wang et al (2016) [50] analysed 54 English classes in Beijing, Shanghai, and Shenzhen using an interactive analysis scale, finding that Smart Classrooms supported classroom interactions, improving its frequency and enriching its content. The use of Smart Classrooms also enhances the dynamic, effective, and harmonious interaction between teachers and students, thus enabling technology to reinforce the impact of students' involvement in learning and intelligence with regard to academic performance [16,18,51]. Some scholars also consider that smart technologies may help to improve interactions, with which teachers will be able to choose more suitable ways of teaching (i.e., online, face-to-face, or blended) to meet different types of needs [17], and to extend the limitations of time and space for learning [52].…”

Section: The Influence Of Technology On Classroom Interaction Qualitymentioning

confidence: 99%

Enhancement or Impediment? How University Teachers’ Use of Smart Classrooms Might Impact Interaction Quality

Mao,

Fang,

Jiang

et al. 2023

Sustainability

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Technology’s involvement in teaching and learning is identified as an opportunity to bolster sustainable development in education. However, how it influences teaching quality and classroom interaction is a hotly debated subject, and the variations in interactions, by different technologies, between students and teachers in Smart Classrooms, particularly the ways in which interactions are impacted, are rarely discussed in existing research. The present study examines the effects of various degrees of technology on the quality of interactions in university-based Smart Classrooms based on an analysis of 38 courses, which were recorded and analysed over a three-year period. Also, an instrument to analyse interaction quality in a university Smart Classroom (USCIQAS) was developed. The results showed that advanced technological applications increase the quality of classroom interactions, particularly those involving student–teacher (ST) interactions, although it has a lower effect on the social–emotional outcomes of student–student (SS) interactions. Based on these findings, in order to maximize the potential of Smart Classrooms to improve classroom interactions, both teachers and students should be encouraged and trained to use technology. Teachers may also need to improve their pedagogy and technology use in tandem to avoid the risk of lower social–emotional outcomes of SS interaction.

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“…Smart classroom is a physical classroom that incorporates advanced technology in education in order to enhance the teachers' ability to facilitate students' learning and the students' capabilities to take part in formal educational teaching and learning experiences over the possibilities of normal classrooms (Shen et al, 2014;MacLeod et al, 2018). The use and adoption of smart classroom has a crucial role in decreasing the cost and improving the education performance (Reychav et al, 2016;John et al, 2018;Mendini and Peter, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Prior research revealed that higher education institutions have been outstandingly slow to use information technology despite its assurance for teaching and learning value (Al-Hunaiyyan et al, 2017;John et al, 2018;Bdiwi et al, 2019;Mendini and Peter, 2019). Uncertainties and lacks in the understanding and adoption of innovations in education field have participated in a scarcity of widespread success (Mart ın et al, 2017;Elrehail et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Understanding the role of technological factors and external pressures in smart classroom adoption

Selim

Eid

Agag

2020

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PurposeThe adoption of smart classroom is increasing in higher education around the world. Yet, factors affecting smart classroom adoption have not been sufficiently explored. Based on the innovation diffusion theory and external pressures, the present study developed a model to investigate the main drivers of smart classroom adoption.Design/methodology/approachSEM-AMOS was used to analyse the data collected from a sample of 1,208 educators.FindingsThe findings revealed that innovation diffusion theory and external pressures provide an appropriate model for understanding smart classroom adoption.Practical implicationsThe findings offer important implications for higher education institutions, IT managers, and are likely to stimulate further research in the area of smart classrooms.Originality/valueTo the best of the authors' knowledge, this is the first study that used innovation diffusion theory external pressures to understanding smart classroom adoption.

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Research Note: The Role of Smart Versus Traditional Classrooms on Students’ Engagement

Cited by 15 publications

References 26 publications

College Students’ Cognitive Learning Outcomes in Technology-Enabled Active Learning Environments: A Meta-Analysis of the Empirical Literature

College Students’ Cognitive Learning Outcomes in Technology-Enabled Active Learning Environments: A Meta-Analysis of the Empirical Literature

Enhancement or Impediment? How University Teachers’ Use of Smart Classrooms Might Impact Interaction Quality

Understanding the role of technological factors and external pressures in smart classroom adoption

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