Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments

Kember, David; McNaught, Carmel; Chong, Fanny C. Y.; Lam, Paul; Cheng, Kin Fai

doi:10.1016/j.compedu.2010.05.015

Cited by 97 publications

(52 citation statements)

References 24 publications

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“…These perceptions are supported by the literature, which indicates that course management systems and podcasting engage students in learning and have a positive influence on learning outcomes. 10,16 Faculty members reported having confidence in the appropriate use of course management systems and audience response systems and thought that these had the greatest impact on learning outcomes. These findings are congruent with those of previous studies.…”

Section: American Journal Of Pharmaceuticalmentioning

confidence: 99%

“…These findings are congruent with those of previous studies. [5][6][7][8][9]16 In a survey of pharmacy student experiences with educational technology, Stolte and colleagues reported that students most often used electronic class presentations, materials posted on course Web sites, and e-mail. 18 Students in this study were also comfortable or very comfortable with the use of technology (89%), a finding similar to that in the current study, in which 83% of students identified themselves as tech-savvy.…”

Section: American Journal Of Pharmaceuticalmentioning

confidence: 99%

“…15 Similarly, various features of course management systems have different influences on learning. 16 Simply using a course management system as a means to distribute information does not substantially enhance the learning experience; however, the discussion features and the support for increased interactions allow students to become more engaged in learning.…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of Pharmacy Students, Faculty Members, and Administrators on the Use of Technology in the Classroom

DiVall

Hayney

Marsh

et al. 2013

American Journal of Pharmaceutical Education

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Objectives. To gather and evaluate the perceptions of students, faculty members, and administrators regarding the frequency and appropriateness of classroom technology use. Methods. Third-year pharmacy students and faculty members at 6 colleges and schools of pharmacy were surveyed to assess their perceptions about the type, frequency, and appropriateness of using technology in the classroom. Upper-level administrators and information technology professionals were also interviewed to ascertain overall technology goals and identify criteria used to adopt new classroom technologies. Results. Four hundred sixty-six students, 124 faculty members, and 12 administrators participated in the survey. The most frequently used and valued types of classroom technology were course management systems, audience response systems, and lecture capture. Faculty members and students agreed that faculty members appropriately used course management systems and audience response systems. Compared with their counterparts, tech-savvy, and male students reported significantly greater preference for increased use of classroom technology. Eighty-six percent of faculty members reported having changed their teaching methodologies to meet student needs, and 91% of the students agreed that the use of technology met their needs. Conclusions. Pharmacy colleges and schools use a variety of technologies in their teaching methods, which have evolved to meet the needs of the current generation of students. Students are satisfied with the appropriateness of technology, but many exhibit preferences for even greater use of technology in the classroom.

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Section: American Journal Of Pharmaceuticalmentioning

confidence: 99%

Section: American Journal Of Pharmaceuticalmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Perceptions of Pharmacy Students, Faculty Members, and Administrators on the Use of Technology in the Classroom

DiVall

Hayney

Marsh

et al. 2013

American Journal of Pharmaceutical Education

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“…Through the emergence of Internet technologies, face-to-face education has been supported with online learning and traditional methods have been transferred to online platforms since using online technologies in foreign/second language learning affects learning positively, enabling students to encounter authentic visual and interactive materials and to listen to native speakers. "Students believe that using interactive technologies helps them to increase learning productivity, encourage a deeper approach to learning, promote the development of communication skills, and improve their understanding of course content" (Kember et al, 2010). As Mayer (2011) states, the combination of verbal and visual information presented in multimedia environments is not only appealing for learners, but also facilitates the processing of large amounts of information by addressing multi-sensory modes.…”

Section: Introductionmentioning

confidence: 99%

Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning

Istifci¹

2016

JEL

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The purpose of this study is to examine the perceptions of EFL students studying English at the School of Foreign Languages, Anadolu University (AUSFL) on blended language learning and online learning platforms. The participants of the study consisted of 167 students whose English language proficiency level was B2 according to the Common European Framework of Reference (CEFR). A questionnaire adapted from Owston, York and Murtha (2013) was used in the study.After application of the questionnaire, ten randomly selected students were interviewed about their perceptions of blended learning. Applying statistical and content analysis of the interviews provided a deeper understanding of students' perceptions. Statistical analysis showed that students liked the idea of blended learning in terms of course format and attendance. Analysis of the interviews in terms of content revealed that students liked the flexibility of online learning, but preferred face-to-face communication with a teacher and classmates. In terms of their ideas about the online platforms of course books, their ideas varied. The students were mostly positive about using online language learning platforms. Even though the aim of the study was to get the perceptions of students, interviews were carried out with 5 teachers about students' mid-term and final exam scores to get an idea if engaging in blended learning helped them learn better. Based on the results, certain implications were drawn from the study in order to organize future teaching at the AUSFL and implement a teaching environment utilizing blended language learning.

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“…Gartner Group (2012) saw that the LMS market is in a fundamental state of change. LMS providers have focused on adding more and more functionality to their platforms and forgot that the LMS does not directly contribute to learning outcomes; instead, tutors' feedback, interactivity, and adaptation of content, and students' personality are the determining factors of success (Kember, McNaught, Chong, Lam, & Cheng, 2010). One example of adding an unnecessary feature is e-mail.…”

mentioning

confidence: 99%

E-textbook—The Real Student-Centered Learning Management System

Bechter¹,

Stommel²

2014

UCER-A

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Learning Environment (Moodle), or vice versa. This is because the leading LMSs are very similar and there is no compelling reason to choose one over the others apart from the total cost of ownership. One important issue that LMS providers ignore is the fact that learning outcomes are not bound to a specific LMS but depend on process factors, like the tutors' timely feedback, interactivity, adaptation of content, and students' motivation. A real game changer could be the e-textbook, because it engages students and tutors. Although lacking the traditional administrative backend of a LMS, an e-textbook can offer a wider variety of interactive features and choice of devices. Publishers have been offering e-textbooks in the form of course content integration, but not as LMS in its own right. Especially in the context of blended learning, where a physical infrastructure and administration system already exists, the drawback of a missing backend can easily be overcome. Both LMS providers and publishing houses commit to "doing the things right" by adding more and more technical features to the LMSs and publishing more and more textbooks in prevailing e-book formats. The real mantra, however, should be "doing the right things" by delighting customers-the students. Students love their mobile phones that enable them to access all sorts of information, from friends to lectures. This is a major advantage of m-learning. Since publishing houses, universities, and LMS providers are not necessarily known for delighting customers or embracing disruptive innovations, it may be self-publishing e-textbook authors who will the first to provide engaging m-learning.

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Understanding the ways in which design features of educational websites impact upon student learning outcomes in blended learning environments

Cited by 97 publications

References 24 publications

Perceptions of Pharmacy Students, Faculty Members, and Administrators on the Use of Technology in the Classroom

Perceptions of Pharmacy Students, Faculty Members, and Administrators on the Use of Technology in the Classroom

Perceptions of Turkish EFL Students on Online Language Learning Platforms and Blended Language Learning

E-textbook—The Real Student-Centered Learning Management System

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