Students’ perceptions of teaching technologies, application of technologies, and academic performance

Tang, Thomas Li‐Ping; Austin, M. Jill

doi:10.1016/j.compedu.2009.06.007

Cited by 116 publications

(97 citation statements)

References 51 publications

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“…In this respect, our study complements other proposals made from different perspectives. By way of example, it is worth mentioning models that determine the importance of digital competences in higher education lecturers (Jeffs & Banister, 2006;Masood, 2010;Naci & Ferhan, 2009;Rong & Ling, 2008), to which it is necessary to add those studies describing the importance of standards related to digital competences in the training of higher education students (Alan & Pitt, 2010;Hong & Jung, 2010;Kadijevich & Haapasalo, 2008;Kaminski, Switzer, & Gloeckner, 2009;Li-Ping & Jill, 2009;Niederhauser, Lindstrom, & Strobel, 2007;Voithofer, 2005).…”

Section: Discussionmentioning

confidence: 99%

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Andrés

Vila

Mira

2016

Int J Educ Technol High Educ

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The study of digital competence remains an issue of interest for both the scientific community and the supranational political agenda. This study uses the Delphi method to validate the design of a questionnaire to determine the perceived importance of digital competence in higher education. The questionnaire was constructed from different framework documents in digital competence standards (NETS, ACLR, UNESCO). The triangulation of non-parametric techniques made it possible to consolidate the results obtained through the Delphi panel, the suitability of which was highlighted through the expert competence index (K). The resulting questionnaire emerges as a good tool for undertaking future national and international studies on digital competence in higher education.

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Section: Discussionmentioning

confidence: 99%

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Andrés

Vila

Mira

2016

Int J Educ Technol High Educ

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“…Prior studies have found that Internet, email, and productivity tools are the most commonly used ICTs in higher education settings (e.g., Conole, Delaat, Dillon, & Darby, 2008;Kirkwood & Price, 2005;Kvavik, Caruso, & Morgan, 2004). Students, for instance, perceive that browsing the web and using social media tools are beneficial as they support their learning and let them explore 535 beyond the limits of a textbook (Tang & Austin, 2009;Kirkwood & Price, 2005). The pedagogical value of integrating blogs into university-level courses is garnering increased interest (Goktas & Demirel, 2012).…”

Section: Integration Of Icts In the Era Of Web 20mentioning

confidence: 99%

“…To this end, several researchers have investigated the link between students' perceptions of the frequency and nature of ICTs used in the classroom and its relationship with the perceived quality of learning (e.g., Artino, 2007;Dziuban & Moskal, 2011;Lowerison, Sclater, Schmid, & Abrami, 2006a;Tang & Austin, 2009). In the present study, we extend existing research frameworks surrounding the perceived efficacy of technology use in post-secondary contexts, and using a survey methodology, we attempt to elucidate the myriad factors impacting instructors' and students' perceptions of course effectiveness and technology integration in an age of increased social media technology use.…”

Section: Faculty Of Education Mcgill Universitymentioning

confidence: 99%

Factors Impacting University Instructors’ and Students’ Perceptions of Course Effectiveness and Technology Integration in the Age of Web 2.0

Venkatesh¹,

Rabah²,

Fusaro

et al. 2016

mje

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Afin d’assurer l’intégration des technologies de l’information et de la communication (TIC) dans les universités, il est essentiel de comprendre comment les étudiants et leurs enseignants perçoivent leurs compétences et l’utilisation des TIC. Des données ont été recueillies d’étudiants et d’enseignants dans 12 universités québécoises par des questionnaires fondés sur les théories psychopédagogiques dans le contexte de l’intégration des technologies éducatives. Les résultats montrent que pour les enseignants, l’efficacité de l’utilisation des TIC et des stratégies interactives de l’enseignement prédisent plus fortement une perception positive de l’expérience d’apprentissage en classe. Cependant pour les étudiants, les cours magistraux qui sont stimulants sont l’élément le plus important de leur appréciation d’apprentissage. Les possibilités de recherche future sont discutées à la lumière des résultats de cette étude.We are witnessing the integration of increasingly sophisticated information and communication technologies (ICTs) in higher education settings. Understanding learners’ and instructors’ perceptions of their proficiency and use of ICTs is critical to the success of their integration in universities. Using a theoretical framework grounded in technology integration and educational psychology, survey data were collected from students and instructors spanning 12 Quebec universities. Results show that, for instructors, the efficacy of ICT use, and constructivist, interactive forms of teaching most strongly predict a positive perception of the classroom learning experience. Meanwhile, for students, stimulating lectures are the chief predictors of their learning appreciation. Directions for future research are discussed in light of the results of this study

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“…[13][14][15] Additionally, assessing the technologies that students perceive as beneficial or detrimental to their learning may help highlight potential problem areas. 15 Students' technology preferences may be the next highly important variable in the selection criteria for instructional technologies. Our aim was to assess students' use and perceptions of several specific technologies used in our pharmacy program.…”

Section: Introductionmentioning

confidence: 99%

Student Pharmacists' Use and Perceived Impact of Educational Technologies

Stolte

Richard

Rahman

et al. 2011

American Journal of Pharmaceutical Education

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Objective. To assess the frequency of use by and perceived impact of various educational technologies on student pharmacists. Methods. Data were obtained using a validated, Web-based survey instrument designed to evaluate the frequency of use and impact on learning of various technologies used in educating first-, second-, and third-year student pharmacists. Basic demographic data also were collected and analyzed. Results. The majority (89.4%) of the 179 respondents were comfortable with the technology used in the academic program. The most frequently used technologies for educational purposes were in class electronic presentations, course materials posted on the school Web site, and e-mail. The technologies cited as having the most beneficial impact on learning were course materials posted on the Web site and in-class electronic presentations, and those cited as most detrimental were video-teleconferencing and online testing. Compared to the course textbook, students reported more frequent use of technologies such as electronic course materials, presentations, digital lecture recordings, e-mail, and hand-held devices. Conclusions. Because students' opinions of educational technologies varied, colleges and schools should incorporate educational technologies that students frequently use and that positively impact learning.

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Students’ perceptions of teaching technologies, application of technologies, and academic performance

Cited by 116 publications

References 51 publications

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Delphi study for the design and validation of a questionnaire about digital competences in higher education

Factors Impacting University Instructors’ and Students’ Perceptions of Course Effectiveness and Technology Integration in the Age of Web 2.0

Student Pharmacists' Use and Perceived Impact of Educational Technologies

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