Student Perceptions of Educational Technology Tools

Abstract

In this age of rapid technological innovation, marketing professors are using various educational technology tools to assist learning in their classes. However, little is known about students’ perceptions of how these unique teaching tools influence their overall experience. Consequently, marketing professors may be unsure which educational technology tools to incorporate into their courses. This study investigates how various educational technology tools affect students’perceptions in three outcome-oriented areas: overall learning, ability to get a job, and expected job performance. Student perceptions were obtained through a survey administered in a “Marketing on the Internet” course that simultaneously employed various educational technology tools. Findings reveal that students have differing opinions on the impact of these technologies on their learning, ability to get a job, and job performance. Suggestions are provided so instructors can select the appropriate educational technology tools to maximize teaching effectiveness.

The value of using short-format podcasts to enhance learning and teaching

“…In light of this potential, much research is undertaken into technology and higher education. For example, researchers have been investigating the integration of technology into marketing curricula in marketing education (Clarke, Flaherty, and Mottner 2001;Ueltschy 2001) and the uses of software in educational psychology (Hadwin, Winne, and Nesbit 2005). A myriad of digital, electronic and mobile technological tools is available to lecturers, enabling them to enhance the learning experience.…”

Recursos multimedia para el aprendizaje de Contabilidad Financiera en los grados bilingües

“…Sin embargo, los resultados no son concluyentes. Si bien hay autores que demuestran que los recursos didácticos apoyados en las TICs influyen en la mejora de la motivación hacia el aprendizaje de los alumnos (entre otros Agnello, Pikas, Agnello & Pikas, 2011;Betts & Knaus, 2006;Lee, Hsiao & Ho, 2014;Palomares, 2011;Tugrul, 2012), hay estudios que demuestran, por el contrario, que este tipo de recursos dejan indiferente al alumno (Clarke, Flaherty & Mottner, 2001;James, Burke & Hutchins, 2006). Es interesante destacar que en ningún caso el impacto de estos recursos apoyados en las TICs tiene un impacto negativo en la percepción, motivación y aprendizaje de los alumnos.…”

The STUDENTSCALE: Measuring Students’ Motivation, Interest, Learning Resources and Styles

“…Students reject learning environments that they don't like and, moreover, their perception of learning is worse in those environments (Hsu, 1999). In this context, student's intrinsic factors, the learning environment and styles are important issues to examine how students focus on the contents (Young et al, 2003;Hamer, 2000;Clarke III, Flaherty &Mottner, 2001). The theory of learning styles points to individual preference-related factors, such as: environment, emotions, interactions and physical needs that have an impact on the learning process (Dunn & Griggs, 1995).…”

“…In addition, many teachers carefully weigh the potential effect of new teaching techniques introduction in their students' evaluation (Clarke III et al, 2001). Several educational resources and methods have been analyzed in the literature such as exercises in class, lectures, use of case studies (Davis, Misra& Van Auken, 2000), combination of written and electronic channels (McNeilly&Ranney, 1998), collection and projects research group, teamwork (Bridges, 1999), and the effect of classroom activities on student learning process (Hamer, 2000).Other studies suggest also that a student's favorable attitude concerning the teaching style leads to better outcomes, and that the relationship between the teaching methods and learning styles results in a more effective learning (Dunn et al, 1990).…”