Student use and perception of technology enhanced learning in a mass lecture knowledge-rich domain first year undergraduate module

Abstract

The purpose of this study was to examine student use and perceptions of technology enhanced learning tools (TELTs), including their value for learning. Students enrolled onto a 12-week undergraduate science module had access to four TELTs each week, (i) a recording of the lecture (Panopto™), (ii) an animated mini review of the lecture (ShowMe), (iii) a multiple choice quiz hosted on Blackboard® (MCQ), and (iv) a module Twitter feed. Ninety-five students completed a survey at the end of the module, which included quantitative and qualitative questions, to examine whether they perceived the TELT to be useful for their learning. Analysis of the quantitative data suggest that Twitter was used significantly less than the other three TELTs (p < 0.001) with less people agreeing that it helped their learning (p < 0.001), whilst ShowMe and MCQ had a greater occurrence of an 'agree' rating compared to Twitter and Panopto (p ≤ 0.002). A thematic analysis of the qualitative responses identified assessment as a common theme across all four TELTs, being a positive factor for Panopto, ShowMe and MCQ, but negative for Twitter. Students highlighted ShowMe as being particularly useful for simplifying information. Based on this study TELTs similar to ShowMe (i.e. animations) are most recommended as this was one of the two highly rated TELTs (alongside MCQ), but may have more potential for crossover with other subjects, and students found it useful for more than just assessment.

Ferramentas Tecnológicas e Metodologias de Apoio à Aprendizagem Personalizada no Ensino Superior: uma Revisão Sistemática

“…• 7 se concentram puramente no conceito de self-paced learning (HERATH et al, 2015a;HERATH et al, 2015b;GULATI, 2013;MAINA e KIHORO, 2017;CHEN et al, 2017;AMANDU et al, 2013;PEART et al, 2017); Também foi feito um levantamento dos conceitos e metodologias secundariamente citados, isto é, fora do tema central abordado. Nesse contexto, MOOCs foram citados 4 vezes (HERATH et al, 2015a;BAE et al, 2015;CUNNINGHAM, 2016;LENNON et al, 2015), hybrid learning foi mencionado em 3 artigos (KHLAISANG e LIKHITDAMRONGKIAT, 2015;KAPOOR et al, 2014;ALMAHASHEER, 2016), blended learning em 2 (LENNON et al, 2015;ZHANG et al, 2016), gamification em 1 (SCHULZ et al, 2014) e a ideia de e-learning metacognitivo apareceu em 1 artigo (GULATI, 2013).…”

“…• 15 fizeram uma abordagem genérica, aplicando somente conceitos e metodologias, e não utilizaram diretamente um sistema computacional de apoio ao ensino ou aprendizagem (HERATH et al, 2015a;GULATI, 2013;BAE et al, 2015;MAINA e KIHORO, 2017;SCHULZ et al, 2014, OYELERE et al, 2016, OKAZ, 2015ZHIYU, 2013;HENDRADJAYA et al, 2014;SHAHABADI e UPLANE, 2015;SCHULZ et al, 2015;LENNON et al, 2015;OOI et al, 2018;DEBNATH et al, 2014;PEART et al, 2017);…”

Freshmen’s Technological Expertise and Distance Learning Readiness: A Convergent Parallel Design

“…Perceived usefulness, as defined by Peart, et al (2017), is a relevant factor influencing the acceptance of technology. It guides research in understanding students' characteristics and how they define usefulness, encompassing their attitude and acceptance of e-learning training methods.…”

Digital instinct—A keyword for making sense of students' digital practice and digital literacy

“…This does not mean to ascribe young people—once again—a digital identity based on their age and taken from an adult perspective. Rather, this study tries to bring the students' voices into the foreground and consider their experiences with focus on the perceived usefulness of digital technologies for schoolwork (Gasaymeh et al, 2017; Henderson et al, 2017) and student's perceptions of their own digital literacy (Bond et al, 2018; Peart et al, 2017). Such studies provide knowledge of students' positive as well as negative perceptions of educational technologies and their perceptions of the value of technologies for learning (Gasaymeh et al, 2017).…”