Technology And Online Education:  Models For Change

Cook, C. Wayne; Sonnenberg, Christian

doi:10.19030/cier.v7i3.8638

Cited by 34 publications

(35 citation statements)

References 35 publications

(26 reference statements)

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“…As a result, universities have shown a strong interest in how to increase student engagement, particularly given rising external pressures to improve learning outcomes and prepare students for academic success (Axelson & Flick, 2011;Kuh, 2009). There are various models of student engagement that identify factors that influence student engagement (Kahu, 2013;Lam et al, 2012;Nora et al, 2005;Wimpenny & Savin-Baden, 2013;Zepke & Leach, 2010); however, none include the overt role of technology despite the growing trend and student demands to integrate technology into the learning experience (Amirault, 2012;Cook & Sonnenberg, 2014;Revere & Kovach, 2011;Sun & Chen, 2016;Westera, 2015). Therefore, the primary purpose of our literature review was to explore whether technology influences student engagement.…”

Section: Discussionmentioning

confidence: 99%

“…Surveys suggest that two-thirds of students use mobile devices for learning and believe that technology can help them achieve learning outcomes and better prepare them for a workforce that is increasingly dependent on technology (Chen, Seilhamer, Bennett, & Bauer, 2015;Dahlstrom, 2012). Universities that fail to effectively integrate technology into the learning experience miss opportunities to improve student outcomes and meet the expectations of a student body that has grown accustomed to the integration of technology into every facet of life (Amirault, 2012;Cook & Sonnenberg, 2014;Revere & Kovach, 2011;Sun & Chen, 2016;Westera, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Computer-based technology and student engagement: a critical review of the literature

Schindler

Burkholder

Morad

et al. 2017

Int J Educ Technol High Educ

262

167

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Computer-based technology has infiltrated many aspects of life and industry, yet there is little understanding of how it can be used to promote student engagement, a concept receiving strong attention in higher education due to its association with a number of positive academic outcomes. The purpose of this article is to present a critical review of the literature from the past 5 years related to how web-conferencing software, blogs, wikis, social networking sites (Facebook and Twitter), and digital games influence student engagement. We prefaced the findings with a substantive overview of student engagement definitions and indicators, which revealed three types of engagement (behavioral, emotional, and cognitive) that informed how we classified articles. Our findings suggest that digital games provide the most far-reaching influence across different types of student engagement, followed by web-conferencing and Facebook. Findings regarding wikis, blogs, and Twitter are less conclusive and significantly limited in number of studies conducted within the past 5 years. Overall, the findings provide preliminary support that computer-based technology influences student engagement, however, additional research is needed to confirm and build on these findings. We conclude the article by providing a list of recommendations for practice, with the intent of increasing understanding of how computer-based technology may be purposefully implemented to achieve the greatest gains in student engagement. Â© 2017, The Author(s)

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Computer-based technology and student engagement: a critical review of the literature

Schindler

Burkholder

Morad

et al. 2017

Int J Educ Technol High Educ

262

167

View full text Add to dashboard Cite

show abstract

“…Public colleges and universities in the U.S. had a 7.3 percent increase in online course enrollment between fall 2015 and 2016, while private nonprofit schools had a 7.1 percent increase. Internet and digital technologies such as electronic mail, Instant Messaging, Interactive video conferencing, mobile/smartphones, and social networks have dramatically transformed the way education is delivered (Cook & Sonnenberg, 2014;Friedman, 2018). Such new tools have enabled online delivery of course materials to students outside of brick-and-mortar classrooms in an asynchronous manner.…”

Section: Educational Leadership Doctoral Students' Perceptions Of Thementioning

confidence: 99%

Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course

Jiang

Ballenger

Holt

2019

OLJ

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In the past several decades, higher education has witnessed exponential growth of online learning, as well as the need for it. New technology has dramatically transformed the way education is delivered compared to what takes place in the traditional classroom. It has enabled online delivery of course materials to students outside of face-to-face classroom in an asynchronous manner and provide students with self-paced flexibility at their convenience. Given the abstract nature of statistics content, effectiveness of the instructional strategies and course design in online statistics instruction has become particularly important to students’ learning success. In this qualitative study, the authors explored perceptions of the Educational Leadership doctoral students towards an online graduate level introductory statistic course in terms of whether the online course instructional strategies and course design helped them learn statistics. The authors assessed effectiveness of the instructional strategies and design of the online statistics course as well as students’ needs, so more effective instructional strategies could be used for online statistics teaching. Students identified the PowerPoint presentations with recorded lectures to be the most useful strategy. This strategy, along with live Q&A sessions, guided practice and activities, helped make the textbook information more real-world and connected the elements of statistics to application.

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“…Models of borderless online networks can be created by collaborative tools and their applications. Thus, the approach of borderless networks can create dynamic online learning opportunities [11].…”

Section: Introductionmentioning

confidence: 99%

Using ELSA App in Speaking Classes: Students’ Voices

Darsih¹,

Wihadi²,

Hanggara³

2021

Proceedings of the 1st Universitas Kuningan International Conference on Social Science, Environment and Technology, UNiSET 2020

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T Covid-19 has caused a sudden shift from face to face teaching method to online learning that requires teachers and lectures as well to utilize technology. It also has made a significant surge in usage of online learning applications, video conferencing tools and language apps since COVID-19. One of language learning apps which is used by university students is ELSA Speak App. Hence, in the present study, four classes of students from English Education study program were surveyed to elicit their perceptions toward the use of ELSA App. By using a questionnaire adopted from Martins, Levis and Borges (2016), it is revealed that the majority of the students agreed that ELSA Speak App is a useful tool to improve their speaking ability particularly pronunciation aspect

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Technology And Online Education: Models For Change

Cited by 34 publications

References 35 publications

Computer-based technology and student engagement: a critical review of the literature

Computer-based technology and student engagement: a critical review of the literature

Educational Leadership Doctoral Students’ Perceptions of the Effectiveness of Instructional Strategies and Course Design in a Fully Online Graduate Statistics Course

Using ELSA App in Speaking Classes: Students’ Voices

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